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13	
  Things	
  to	
  Know	
  About	
  Teens	
  and	
  
Technology	
  
Lee	
  Rainie,	
  Director,	
  Pew	
  Internet	
  Project	
  
July	
  23,	
  2014	
  
ACT	
  –	
  College	
  Enrollment	
  Planners	
  	
  
Chicago	
  
Email:	
  Lrainie@pewinternet.org	
  
TwiHer:	
  @Lrainie	
  	
  
	
  
	
  
13 Things to Know About Teens and Technology
Dispelling	
  myths	
  
1)	
  No	
  playbook	
  for	
  new	
  environment	
  
2)	
  No	
  sure	
  cure	
  for	
  making	
  contact	
  	
  
Stupid	
  
NarcissisQc	
  
Privacy	
  indifferent	
  
MaterialisQc	
  	
  
AnQ-­‐social	
  
Mean	
  
Especially	
  savvy	
  ‘digital	
  naQves’	
  
3)	
  Teens	
  are	
  not	
  an	
  alien	
  species	
  
Teens	
  are	
  more	
  _____	
  	
  
What	
  is	
  different	
  about	
  them	
  does	
  Qe	
  
to	
  technology	
  
4)	
  Teens	
  have	
  tech-­‐saturated	
  lives	
  
•  95%	
  use	
  internet	
  	
  /	
  ~	
  three-­‐quarters	
  have	
  broadband	
  at	
  home	
  
74%	
  access	
  internet	
  on	
  mobile	
  device	
  –	
  25%	
  “cell	
  mostly”	
  
internet	
  users	
  
•  78%	
  have	
  cell	
  phones	
  /	
  47%	
  have	
  smartphones	
  
–  80%	
  have	
  desktop/laptop	
  
–  23%	
  have	
  tablet	
  computers	
  
•  81%	
  use	
  social	
  networking	
  sites	
  	
  
–  76%	
  use	
  Facebook	
  -­‐	
  24%	
  use	
  TwiHer	
  
–  Approx.	
  from	
  young	
  adult	
  data:	
  a	
  quarter	
  of	
  teens	
  use	
  
Instagram;	
  1	
  in	
  7	
  use	
  Pinterest;	
  1	
  in	
  10	
  use	
  Tumblr	
  
5)	
  This	
  has	
  networked	
  informaQon	
  
•  Pervasive	
  /	
  portable	
  /	
  
persistent	
  
•  Personal	
  via	
  new	
  filters	
  
•  ParQcipatory	
  /	
  spreadable	
  
•  Linked	
  
•  Replicable	
  and	
  editable	
  
•  Immediate	
  
•  Timeless	
  /	
  searchable	
  
•  Given	
  meaning	
  via	
  networks	
  /	
  
algorithms	
  
	
  
ImplicaQons	
  for	
  learners	
  
and	
  informaQon	
  seekers	
  
6)	
  	
  InformaQon	
  is	
  a	
  ‘third	
  skin’	
  
7)	
  Teens	
  have	
  a	
  new	
  aHenQon	
  layer	
  –	
  
“conQnuous,	
  parQal”	
  
8)	
  Teens	
  have	
  a	
  fiih	
  lobe	
  
9)	
  Teens	
  parQcipate	
  in	
  the	
  ‘fiih	
  estate’	
  
10)	
  There	
  is	
  a	
  Yin	
  and	
  Yang	
  story	
  when	
  it	
  
comes	
  to	
  the	
  way	
  this	
  affects	
  teens’	
  research	
  
Online	
  survey	
  of	
  2,462	
  Advanced	
  Placement	
  and	
  
WriQng	
  Teachers	
  
77%	
  of	
  teachers	
  
surveyed	
  say	
  the	
  
internet	
  and	
  
digital	
  search	
  
tools	
  have	
  had	
  a	
  
“mostly	
  posiQve”	
  
impact	
  on	
  their	
  
students’	
  
research	
  work	
  
87%	
  agree	
  
these	
  
technologies	
  
are	
  creaQng	
  an	
  
“easily	
  
distracted	
  
generaQon	
  with	
  
short	
  aHenQon	
  
spans”	
  	
  
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	
  
condiQoned	
  
students	
  to	
  
expect	
  to	
  be	
  
able	
  to	
  find	
  
informaQon	
  
quickly	
  and	
  
easily”	
  
65%	
  agree	
  to	
  
some	
  extent	
  
that	
  “the	
  
internet	
  makes	
  
today’s	
  students	
  
more	
  self-­‐
sufficient	
  
researchers”	
  
83%	
  agree	
  that	
  
the	
  “amount	
  of	
  
informaQon	
  
available	
  online	
  
today	
  is	
  
overwhelming	
  
to	
  most	
  
students”	
  
90%	
  agree	
  that	
  
“the	
  internet	
  
encourages	
  
learning	
  by	
  
connecQng	
  
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	
  
conducQng	
  
research”	
  
Grading	
  students’	
  research	
  skills	
  
7%	
  
6%	
  
11%	
  
12%	
  
19%	
  
20%	
  
20%	
  
15%	
  
26%	
  
26%	
  
29%	
  
36%	
  
38%	
  
35%	
  
37%	
  
39%	
  
26%	
  
29%	
  
33%	
  
43%	
  
24%	
  
20%	
  
21%	
  
9%	
  
0%	
   50%	
   100%	
  
Ability	
  to	
  recognize	
  bias	
  in	
  
online	
  content	
  
PaQence	
  and	
  determinaQon	
  in	
  
looking	
  for	
  informaQon	
  that	
  is	
  
hard	
  to	
  find	
  
Ability	
  to	
  assess	
  the	
  quality	
  and	
  
accuracy	
  of	
  informaQon	
  they	
  
find	
  online	
  
Ability	
  to	
  use	
  mulQple	
  sources	
  
to	
  effecQvely	
  support	
  an	
  
argument	
  
Understanding	
  how	
  online	
  
search	
  results	
  are	
  generated	
  
Ability	
  to	
  use	
  appropriate	
  and	
  
effecQve	
  search	
  terms	
  and	
  
queries	
  
Excellent	
   Very	
  good	
   Good	
   Fair	
   Poor	
  
What	
  is	
  the	
  future	
  of	
  learning?	
  
-­‐-­‐	
  Shana	
  Ratner	
  (1997)	
  “Emerging	
  Issues	
  in	
  Learning	
  Communi1es”	
  
New:	
  	
  
Learning	
  as	
  a	
  process	
  
Knowledge	
  is	
  
objecQve	
  and	
  
certain	
  
Old:	
  	
  
Learning	
  as	
  transacQon	
  
Knowledge	
  is	
  
subjecQve	
  and	
  
provisional	
  
New:	
  	
  
Learning	
  as	
  a	
  process	
  
Learners	
  receive	
  
knowledge	
  
Old:	
  	
  
Learning	
  as	
  transacQon	
  
Learners	
  create	
  
knowledge	
  
What	
  is	
  the	
  future	
  of	
  learning?	
  
-­‐-­‐	
  Shana	
  Ratner	
  (1997)	
  “Emerging	
  Issues	
  in	
  Learning	
  Communi1es”	
  
New:	
  	
  
Learning	
  as	
  a	
  process	
  
Knowledge	
  is	
  organized	
  
in	
  stable,	
  hierarchical	
  
structures	
  that	
  can	
  
be	
  treated	
  
independently	
  of	
  one	
  
another	
  
Old:	
  	
  
Learning	
  as	
  transacQon	
  
Knowledge	
  is	
  organized	
  
“ecologically”-­‐
disciplines	
  are	
  
integraQve	
  and	
  
interacQve	
  
What	
  is	
  the	
  future	
  of	
  learning?	
  
-­‐-­‐	
  Shana	
  Ratner	
  (1997)	
  “Emerging	
  Issues	
  in	
  Learning	
  Communi1es”	
  
New:	
  	
  
Learning	
  as	
  a	
  process	
  
We	
  learn	
  best	
  
passively,	
  by	
  
listening	
  and	
  
watching	
  
Old:	
  	
  
Learning	
  as	
  transacQon	
  
We	
  learn	
  best	
  
acQvely	
  doing	
  
and	
  managing	
  
our	
  own	
  learning	
  
What	
  is	
  the	
  future	
  of	
  learning?	
  
-­‐-­‐	
  Shana	
  Ratner	
  (1997)	
  “Emerging	
  Issues	
  in	
  Learning	
  Communi1es”	
  
New:	
  	
  
Learning	
  as	
  a	
  process	
  
Our	
  “intelligence”	
  
is	
  based	
  on	
  our	
  
individual	
  
abiliQes	
  
Old:	
  	
  
Learning	
  as	
  transacQon	
  
Our	
  “intelligence”	
  
is	
  based	
  on	
  our	
  
networks	
  
What	
  is	
  the	
  future	
  of	
  learning?	
  
-­‐-­‐	
  Shana	
  Ratner	
  (1997)	
  “Emerging	
  Issues	
  in	
  Learning	
  Communi1es”	
  
How	
  will	
  hyperconnected	
  Millennials	
  live?	
  
hHp://pewinternet.org/Reports/2012/Hyperconnected-­‐lives.aspx	
  	
  
Vote	
  for	
  …	
  	
  
Millennials’	
  future	
  
•  In	
  2020	
  the	
  brains	
  of	
  mulQtasking	
  teens	
  and	
  young	
  adults	
  
are	
  "wired"	
  differently	
  from	
  those	
  over	
  age	
  35	
  and	
  overall	
  
it	
  yields	
  helpful	
  results.	
  They	
  do	
  not	
  suffer	
  notable	
  
cogniQve	
  shortcomings	
  as	
  they	
  mulQtask	
  and	
  cycle	
  quickly	
  
through	
  personal-­‐	
  and	
  work-­‐related	
  tasks.	
  Rather,	
  they	
  are	
  
learning	
  more	
  and	
  they	
  are	
  more	
  adept	
  at	
  finding	
  answers	
  
to	
  deep	
  quesQons,	
  in	
  part	
  because	
  they	
  can	
  search	
  
effecQvely	
  and	
  access	
  collecQve	
  intelligence	
  via	
  the	
  
Internet.	
  In	
  sum,	
  the	
  changes	
  in	
  learning	
  behavior	
  and	
  
cogniQon	
  among	
  the	
  young	
  generally	
  produce	
  posiBve	
  
outcomes.	
  
…	
  or	
  …	
  	
  
Millennials’	
  future	
  
•  In	
  2020,	
  the	
  brains	
  of	
  mulQtasking	
  teens	
  and	
  young	
  adults	
  
are	
  "wired"	
  differently	
  from	
  those	
  over	
  age	
  35	
  and	
  overall	
  
it	
  yields	
  baleful	
  results.	
  They	
  do	
  not	
  retain	
  informaQon;	
  
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	
  capabiliQes;	
  they	
  lack	
  face-­‐to-­‐face	
  social	
  
skills;	
  they	
  depend	
  in	
  unhealthy	
  ways	
  on	
  the	
  Internet	
  and	
  
mobile	
  devices	
  to	
  funcQon.	
  In	
  sum,	
  the	
  changes	
  in	
  behavior	
  
and	
  cogniQon	
  among	
  the	
  young	
  are	
  generally	
  negaBve	
  
outcomes.	
  
	
  
Millennials’	
  future	
  
Change	
  for	
  the	
  beGer	
  
52%	
  
Change	
  for	
  the	
  worse	
  
42%	
  
11)	
  Theme	
  -­‐	
  Supertaskers	
  
12)	
  Theme	
  –	
  New	
  winners/losers	
  
13)	
  Theme	
  –	
  	
  The	
  distracted	
  are	
  toast	
  
6	
  media	
  zones	
  
1) STACKS
How	
  it	
  works	
  
•  MoBve	
  –	
  learning,	
  mastery,	
  producQvity	
  	
  
•  Content	
  –	
  acQonable	
  info,	
  how-­‐to	
  
sensibility,	
  links	
  and	
  other	
  resources	
  
•  Device	
  –	
  desktop	
  /	
  laptop	
  	
  
•  Engagement	
  –	
  full	
  aHenQon	
  –	
  verQcal	
  
reading	
  
•  InfluenBals	
  –	
  trusted	
  brands	
  and	
  known	
  
experts	
  (professional	
  and	
  amateur)	
  
•  ~	
  Mindshare	
  –	
  quarter	
  to	
  a	
  third	
  of	
  media	
  
Qme	
  
ImplicaQon	
  for	
  message	
  makers	
  
•  Engagement	
  strategy	
  
– 	
  Search	
  opQmized	
  /	
  findable	
  
– AcQng	
  as	
  informaQon	
  sherpas	
  
– Problem	
  solving	
  mindset	
  
– Cut	
  and	
  paste	
  
– FAQs	
  
– How-­‐to	
  videos	
  
– Feedback	
  friendly	
  
2) SIGNALS
How	
  it	
  works	
  
•  MoBve	
  –	
  real-­‐Qme	
  awareness	
  
•  Content	
  –	
  headlines,	
  new	
  informaQon,	
  first	
  
impressions	
  maHer	
  most	
  
•  Device	
  –	
  smartphone,	
  tablet	
  
•  Engagement	
  –	
  glancing	
  	
  OR	
  galvanized	
  
•  InfluenBals	
  –	
  brands	
  
•  ~	
  Mindshare	
  –	
  <	
  5%	
  of	
  media	
  Qme	
  	
  
ImplicaQon	
  for	
  message	
  makers	
  
•  Engagement	
  strategy	
  
– News,	
  especially	
  scoops	
  
– Deals	
  
– LocaQon	
  enabled	
  
– Insights	
  from	
  analyQcs	
  
3) SNACKS
How	
  it	
  works	
  
•  MoBve	
  –	
  killing	
  Qme,	
  beaQng	
  boredom	
  
•  Content	
  –	
  gamified,	
  bite-­‐size	
  headlines,	
  link-­‐
dense	
  
•  Device	
  –	
  smartphone	
  	
  
•  Engagement	
  –	
  distracted,	
  quick-­‐twitch	
  
•  InfluenBals	
  –	
  brands,	
  quality	
  of	
  social	
  network	
  
•  ~	
  Mindshare	
  –	
  5%-­‐10%	
  of	
  media	
  Qme	
  
ImplicaQon	
  for	
  message	
  makers	
  
•  Engagement	
  strategy	
  	
  
– Apps	
  
– Immediate	
  connecQon	
  
– Predictable	
  and	
  compelling	
  home	
  screen	
  
– Grabby	
  copy	
  /	
  acQvity	
  
– Clear	
  and	
  consistent	
  Return	
  on	
  My	
  AHenQon	
  
4) STREAMS
How	
  it	
  works	
  
•  MoBve	
  –	
  catching	
  up	
  /	
  checking	
  in	
  /	
  curiosity	
  
•  Content	
  –	
  news	
  (broad	
  definiQon),	
  social	
  updates	
  
•  Device	
  –	
  any	
  /	
  all	
  
•  Engagement	
  –	
  conQnuous	
  parQal	
  aHenQon	
  /	
  
horizontal	
  scans	
  /	
  sharing	
  
•  InfluenBals	
  –	
  editors,	
  social	
  networks	
  
•  ~	
  Mindshare	
  –	
  quarter	
  to	
  a	
  third	
  of	
  media	
  Qme	
  
ImplicaQon	
  for	
  message	
  makers	
  
•  Engagement	
  strategy	
  
– Apps	
  
– Smart	
  curaQon	
  
– Customizable	
  filters	
  
– Compelling	
  ecosystem	
  of	
  content	
  
– Tagging	
  and	
  saving	
  for	
  future	
  immersion	
  
– Social	
  network	
  mediated	
  
– Serendipity	
  encounters	
  
5) SOCIALS
How	
  it	
  works	
  
•  MoBve	
  –	
  friend	
  grooming	
  
•  Content	
  –	
  social,	
  personal,	
  entertaining	
  	
  
•  Device	
  –	
  all	
  
•  Engagement	
  –	
  parQal,	
  browsing	
  
•  InfluenBals	
  –	
  super-­‐networkers	
  /	
  primary	
  nodes	
  
in	
  the	
  network	
  
•  ~	
  Mindshare	
  –	
  10%	
  of	
  media	
  Qme	
  
ImplicaQon	
  for	
  message	
  makers	
  
•  Engagement	
  strategy	
  
– Social	
  networks	
  are	
  gatekeepers	
  
– Spreadable	
  content	
  
– Treat	
  central	
  network	
  nodes	
  like	
  tradiQonal	
  media	
  
influences	
  
– Enable	
  parQcipaQon	
  and	
  feedback	
  
	
  
5) SYNTHESIZED SPACES
How	
  it	
  works	
  
•  MoBve	
  –	
  my	
  permissions	
  
•  Content	
  –	
  personalized,	
  anQcipatory	
  	
  
•  Device	
  –	
  my	
  surroundings	
  
•  Engagement	
  –	
  immersive,	
  invisible	
  
•  InfluenBals	
  –	
  my	
  past	
  behavior,	
  analyQcs,	
  
algorithms	
  
•  ~	
  Mindshare	
  –	
  most	
  waking	
  hours	
  
ImplicaQon	
  for	
  message	
  makers	
  
•  Engagement	
  strategy	
  
– SelecQve	
  product	
  placement	
  and	
  messaging	
  
– Permission-­‐based	
  monitoring	
  /	
  interacQons	
  
– Careful	
  of	
  privacy	
  sensiQviQes	
  
– Careful	
  of	
  too	
  much	
  “moneQzaQon”	
  
	
  
MarkeBng	
  
Myopia	
  
	
  
What	
  business	
  are	
  you	
  
really	
  in?	
  
	
  
-­‐-­‐	
  Theodore	
  Levi8	
  
Harvard	
  Business	
  Review	
  	
  (1960)	
  
Be	
  not	
  
afraid	
  

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13 Things to Know About Teens and Technology

  • 1. 13  Things  to  Know  About  Teens  and   Technology   Lee  Rainie,  Director,  Pew  Internet  Project   July  23,  2014   ACT  –  College  Enrollment  Planners     Chicago   Email:  Lrainie@pewinternet.org   TwiHer:  @Lrainie        
  • 4. 1)  No  playbook  for  new  environment  
  • 5. 2)  No  sure  cure  for  making  contact    
  • 6. Stupid   NarcissisQc   Privacy  indifferent   MaterialisQc     AnQ-­‐social   Mean   Especially  savvy  ‘digital  naQves’   3)  Teens  are  not  an  alien  species   Teens  are  more  _____    
  • 7. What  is  different  about  them  does  Qe   to  technology  
  • 8. 4)  Teens  have  tech-­‐saturated  lives   •  95%  use  internet    /  ~  three-­‐quarters  have  broadband  at  home   74%  access  internet  on  mobile  device  –  25%  “cell  mostly”   internet  users   •  78%  have  cell  phones  /  47%  have  smartphones   –  80%  have  desktop/laptop   –  23%  have  tablet  computers   •  81%  use  social  networking  sites     –  76%  use  Facebook  -­‐  24%  use  TwiHer   –  Approx.  from  young  adult  data:  a  quarter  of  teens  use   Instagram;  1  in  7  use  Pinterest;  1  in  10  use  Tumblr  
  • 9. 5)  This  has  networked  informaQon   •  Pervasive  /  portable  /   persistent   •  Personal  via  new  filters   •  ParQcipatory  /  spreadable   •  Linked   •  Replicable  and  editable   •  Immediate   •  Timeless  /  searchable   •  Given  meaning  via  networks  /   algorithms    
  • 10. ImplicaQons  for  learners   and  informaQon  seekers  
  • 11. 6)    InformaQon  is  a  ‘third  skin’  
  • 12. 7)  Teens  have  a  new  aHenQon  layer  –   “conQnuous,  parQal”  
  • 13. 8)  Teens  have  a  fiih  lobe  
  • 14. 9)  Teens  parQcipate  in  the  ‘fiih  estate’  
  • 15. 10)  There  is  a  Yin  and  Yang  story  when  it   comes  to  the  way  this  affects  teens’  research  
  • 16. Online  survey  of  2,462  Advanced  Placement  and   WriQng  Teachers   77%  of  teachers   surveyed  say  the   internet  and   digital  search   tools  have  had  a   “mostly  posiQve”   impact  on  their   students’   research  work   87%  agree   these   technologies   are  creaQng  an   “easily   distracted   generaQon  with   short  aHenQon   spans”    
  • 17. 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   condiQoned   students  to   expect  to  be   able  to  find   informaQon   quickly  and   easily”  
  • 18. 65%  agree  to   some  extent   that  “the   internet  makes   today’s  students   more  self-­‐ sufficient   researchers”   83%  agree  that   the  “amount  of   informaQon   available  online   today  is   overwhelming   to  most   students”  
  • 19. 90%  agree  that   “the  internet   encourages   learning  by   connecQng   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   conducQng   research”  
  • 20. Grading  students’  research  skills   7%   6%   11%   12%   19%   20%   20%   15%   26%   26%   29%   36%   38%   35%   37%   39%   26%   29%   33%   43%   24%   20%   21%   9%   0%   50%   100%   Ability  to  recognize  bias  in   online  content   PaQence  and  determinaQon  in   looking  for  informaQon  that  is   hard  to  find   Ability  to  assess  the  quality  and   accuracy  of  informaQon  they   find  online   Ability  to  use  mulQple  sources   to  effecQvely  support  an   argument   Understanding  how  online   search  results  are  generated   Ability  to  use  appropriate  and   effecQve  search  terms  and   queries   Excellent   Very  good   Good   Fair   Poor  
  • 21. What  is  the  future  of  learning?   -­‐-­‐  Shana  Ratner  (1997)  “Emerging  Issues  in  Learning  Communi1es”   New:     Learning  as  a  process   Knowledge  is   objecQve  and   certain   Old:     Learning  as  transacQon   Knowledge  is   subjecQve  and   provisional  
  • 22. New:     Learning  as  a  process   Learners  receive   knowledge   Old:     Learning  as  transacQon   Learners  create   knowledge   What  is  the  future  of  learning?   -­‐-­‐  Shana  Ratner  (1997)  “Emerging  Issues  in  Learning  Communi1es”  
  • 23. New:     Learning  as  a  process   Knowledge  is  organized   in  stable,  hierarchical   structures  that  can   be  treated   independently  of  one   another   Old:     Learning  as  transacQon   Knowledge  is  organized   “ecologically”-­‐ disciplines  are   integraQve  and   interacQve   What  is  the  future  of  learning?   -­‐-­‐  Shana  Ratner  (1997)  “Emerging  Issues  in  Learning  Communi1es”  
  • 24. New:     Learning  as  a  process   We  learn  best   passively,  by   listening  and   watching   Old:     Learning  as  transacQon   We  learn  best   acQvely  doing   and  managing   our  own  learning   What  is  the  future  of  learning?   -­‐-­‐  Shana  Ratner  (1997)  “Emerging  Issues  in  Learning  Communi1es”  
  • 25. New:     Learning  as  a  process   Our  “intelligence”   is  based  on  our   individual   abiliQes   Old:     Learning  as  transacQon   Our  “intelligence”   is  based  on  our   networks   What  is  the  future  of  learning?   -­‐-­‐  Shana  Ratner  (1997)  “Emerging  Issues  in  Learning  Communi1es”  
  • 26. How  will  hyperconnected  Millennials  live?   hHp://pewinternet.org/Reports/2012/Hyperconnected-­‐lives.aspx    
  • 28. Millennials’  future   •  In  2020  the  brains  of  mulQtasking  teens  and  young  adults   are  "wired"  differently  from  those  over  age  35  and  overall   it  yields  helpful  results.  They  do  not  suffer  notable   cogniQve  shortcomings  as  they  mulQtask  and  cycle  quickly   through  personal-­‐  and  work-­‐related  tasks.  Rather,  they  are   learning  more  and  they  are  more  adept  at  finding  answers   to  deep  quesQons,  in  part  because  they  can  search   effecQvely  and  access  collecQve  intelligence  via  the   Internet.  In  sum,  the  changes  in  learning  behavior  and   cogniQon  among  the  young  generally  produce  posiBve   outcomes.  
  • 29. …  or  …    
  • 30. Millennials’  future   •  In  2020,  the  brains  of  mulQtasking  teens  and  young  adults   are  "wired"  differently  from  those  over  age  35  and  overall   it  yields  baleful  results.  They  do  not  retain  informaQon;   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  capabiliQes;  they  lack  face-­‐to-­‐face  social   skills;  they  depend  in  unhealthy  ways  on  the  Internet  and   mobile  devices  to  funcQon.  In  sum,  the  changes  in  behavior   and  cogniQon  among  the  young  are  generally  negaBve   outcomes.    
  • 31. Millennials’  future   Change  for  the  beGer   52%   Change  for  the  worse   42%  
  • 32. 11)  Theme  -­‐  Supertaskers  
  • 33. 12)  Theme  –  New  winners/losers  
  • 34. 13)  Theme  –    The  distracted  are  toast  
  • 37. How  it  works   •  MoBve  –  learning,  mastery,  producQvity     •  Content  –  acQonable  info,  how-­‐to   sensibility,  links  and  other  resources   •  Device  –  desktop  /  laptop     •  Engagement  –  full  aHenQon  –  verQcal   reading   •  InfluenBals  –  trusted  brands  and  known   experts  (professional  and  amateur)   •  ~  Mindshare  –  quarter  to  a  third  of  media   Qme  
  • 38. ImplicaQon  for  message  makers   •  Engagement  strategy   –   Search  opQmized  /  findable   – AcQng  as  informaQon  sherpas   – Problem  solving  mindset   – Cut  and  paste   – FAQs   – How-­‐to  videos   – Feedback  friendly  
  • 40. How  it  works   •  MoBve  –  real-­‐Qme  awareness   •  Content  –  headlines,  new  informaQon,  first   impressions  maHer  most   •  Device  –  smartphone,  tablet   •  Engagement  –  glancing    OR  galvanized   •  InfluenBals  –  brands   •  ~  Mindshare  –  <  5%  of  media  Qme    
  • 41. ImplicaQon  for  message  makers   •  Engagement  strategy   – News,  especially  scoops   – Deals   – LocaQon  enabled   – Insights  from  analyQcs  
  • 43. How  it  works   •  MoBve  –  killing  Qme,  beaQng  boredom   •  Content  –  gamified,  bite-­‐size  headlines,  link-­‐ dense   •  Device  –  smartphone     •  Engagement  –  distracted,  quick-­‐twitch   •  InfluenBals  –  brands,  quality  of  social  network   •  ~  Mindshare  –  5%-­‐10%  of  media  Qme  
  • 44. ImplicaQon  for  message  makers   •  Engagement  strategy     – Apps   – Immediate  connecQon   – Predictable  and  compelling  home  screen   – Grabby  copy  /  acQvity   – Clear  and  consistent  Return  on  My  AHenQon  
  • 46. How  it  works   •  MoBve  –  catching  up  /  checking  in  /  curiosity   •  Content  –  news  (broad  definiQon),  social  updates   •  Device  –  any  /  all   •  Engagement  –  conQnuous  parQal  aHenQon  /   horizontal  scans  /  sharing   •  InfluenBals  –  editors,  social  networks   •  ~  Mindshare  –  quarter  to  a  third  of  media  Qme  
  • 47. ImplicaQon  for  message  makers   •  Engagement  strategy   – Apps   – Smart  curaQon   – Customizable  filters   – Compelling  ecosystem  of  content   – Tagging  and  saving  for  future  immersion   – Social  network  mediated   – Serendipity  encounters  
  • 49. How  it  works   •  MoBve  –  friend  grooming   •  Content  –  social,  personal,  entertaining     •  Device  –  all   •  Engagement  –  parQal,  browsing   •  InfluenBals  –  super-­‐networkers  /  primary  nodes   in  the  network   •  ~  Mindshare  –  10%  of  media  Qme  
  • 50. ImplicaQon  for  message  makers   •  Engagement  strategy   – Social  networks  are  gatekeepers   – Spreadable  content   – Treat  central  network  nodes  like  tradiQonal  media   influences   – Enable  parQcipaQon  and  feedback    
  • 52. How  it  works   •  MoBve  –  my  permissions   •  Content  –  personalized,  anQcipatory     •  Device  –  my  surroundings   •  Engagement  –  immersive,  invisible   •  InfluenBals  –  my  past  behavior,  analyQcs,   algorithms   •  ~  Mindshare  –  most  waking  hours  
  • 53. ImplicaQon  for  message  makers   •  Engagement  strategy   – SelecQve  product  placement  and  messaging   – Permission-­‐based  monitoring  /  interacQons   – Careful  of  privacy  sensiQviQes   – Careful  of  too  much  “moneQzaQon”    
  • 54. MarkeBng   Myopia     What  business  are  you   really  in?     -­‐-­‐  Theodore  Levi8   Harvard  Business  Review    (1960)