5. 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
14. 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
25. 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)
48. 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)
78. Teens and Libraries
Lee Rainie
Director
Pew Research Center’s Internet & American Life Project
Presented to: YALSA Teens and Libraries Summit
January 23, 2013
79. What is the Pew Internet Project?
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
.... “As it turns out, the vast majority of human
any kindtend to become depressed when they
beings from the popular social networking
website. past five years of their life
see the
According to the report, the remainderin a
of
summarized right there in front of them
the 950 million people registered with Facebook,
sad little timeline,” said lead researcher John
despite using the site on a regular basis, take no
Elliott.
joy in doing so, and in fact feel a profound sense
of hopelessness and despair immediately upon
logging in…
Number Of Users
Who Actually
Enjoy Facebook
Down To 4
80. 7 takeaways from our research
1)
2)
3)
4)
Teens live in a different information ecosystem
Teens live in a different learning ecosystem
Teens’ reading levels match/exceed adult levels
Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much
5) Teens have different priorities in library services
6) Teens will behave differently in the world to come
7) The public and teachers recognize this and want
libraries to adjust to it
81. 7 takeaways from our research
1)
2)
3)
4)
Teens live in a different information ecosystem
Teens live in a different learning ecosystem
Teens’ reading levels match/exceed adult levels
Teens’ use libraries and librarians more than
others, but don’t necessarily love libraries as much
5) Teens have their own priorities for library services
6) Teens will behave differently in the world to come
7) The public and teachers recognize this and want
libraries to adjust to it
82. 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
83. 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%
84. 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”
85. 7 takeaways from our research
1)
2)
3)
4)
Teens live in a different information ecosystem
Teens live in a different learning ecosystem
Teens’ reading levels match/exceed adult levels
Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much
5) Teens have their own priorities for library services
6) Teens will behave differently in the world to come
7) The public and teachers recognize this and want
libraries to adjust to it
86. 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”
87. 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
88. 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 selfsufficient
researchers”
83% agree that
the amount of
information
available online
today is
overwhelming
to most
students
89. Online survey of 2,462 teachers with
College Board and National Writing Project
• 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
91. “Today’s students are really no
different from previous
generations, they just have
different tools through which to
express themselves.”
Agree
Disagree
47%
52%
92. 7 takeaways from our research
1)
2)
3)
4)
Teens live in a different information ecosystem
Teens live in a different learning ecosystem
Teens’ reading levels match/exceed adult levels
Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much
5) Teens have their own priorities for library services
6) Teens will behave differently in the world to come
7) The public and teachers recognize this and want
libraries to adjust to it
93. How many books Americans read
Among 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 of
books 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
97. 7 takeaways from our research
1)
2)
3)
4)
Teens live in a different information ecosystem
Teens live in a different learning ecosystem
Teens’ reading levels match/exceed adult levels
Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much
5) Teens have their own priorities for library services
6) Teens will behave differently in the world to come
7) The public and teachers recognize this and want
libraries to adjust to it
101. 7 takeaways from our research
1)
2)
3)
4)
Teens live in a different information ecosystem
Teens live in a different learning ecosystem
Teens’ reading levels match/exceed adult levels
Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much
5) Teens have their own priorities for library services
6) Teens will behave differently in the world to come
7) The public and teachers recognize this and want
libraries to adjust to it
103. 7 takeaways from our research
1)
2)
3)
4)
Teens live in a different information ecosystem
Teens live in a different learning ecosystem
Teens’ reading levels match/exceed adult levels
Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much
5) Teens have their own priorities for library services
6) Teens will behave differently in the world to come
7) The public and teachers recognize this and want
libraries to adjust to it
104. How will hyperconnected Millennials live?
http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx
106. 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.
108. 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.
115. Other content creation
~37% of online teens
have rated a
person, product, or
service online
January 9, 2009
116
116. Other content creation
26% of online teens
report keeping
their own
personal
webpage
January 9, 2009
117
117. Other content creation
~25% of online teens
have created or
worked on webpages
or blogs for others,
including those for
groups or school
assignments
January 9, 2009
118
118. Other content creation
20% of online teens
say they remix
content they find
online into their
own artistic
creations
January 9, 2009
119
119. 7 takeaways from our research
1)
2)
3)
4)
Teens live in a different information ecosystem
Teens live in a different learning ecosystem
Teens’ reading levels match/exceed adult levels
Teens use libraries and librarians more than
others, but don’t necessarily love libraries as much
5) Teens have their own priorities for library services
6) Teens will behave differently in the world to come
7) The public and teachers recognize this and want
libraries to adjust to it
120. 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.
121. 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
June 25, 2010
122
123. Teens, Social Media and
Privacy:
Reputation management,
third party access &
exposure to advertising
June 25, 2013
Maryland Children’s Online Privacy Workgroup
Amanda Lenhart
Senior Researcher, Director of Teens & Technology
Pew Research Center
124. 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, nonpolicy part of the Pew universe
125. 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
•
126.
127.
128. 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
129.
130.
131.
132.
133. 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.
134.
135.
136.
137. 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.
138.
139.
140.
141. 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.”
142. 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.”
143. 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.
144. 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.
145. 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.”
177. 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 Godin
Blake Carver
JP Porcaro
Patrick Sweeney
Aaron Schmidt
Don Tapscott
Aaron
Among the more positive impacts they see: the best students access a greater depth and breadth of information on topics that interest them; students can take advantage of the availability of educational material in engaging multimedia formats; and many become more self-reliant researchers.
At the same time, these teachers juxtapose these benefits against some emerging concerns. Specifically, some teachers worry about students’ overdependence on search engines; the difficulty many students have judging the quality of online information; the general level of literacy of today’s students; increasing distractions pulling at students and poor time management skills; students’ potentially diminished critical thinking capacity; and the ease with which today’s students can borrow from the work of others.
These teachers report that students rely mainly on search engines to conduct research, in lieu of other resources such as online databases, the news sites of respected news organizations, printed books, or reference librarians.
Overall, the vast majority of these teachers say a top priority in today’s classrooms should be teaching students how to “judge the quality of online information.” As a result, a significant portion of the teachers surveyed here report spending class time discussing with students how search engines work, how to assess the reliability of the information they find online, and how to improve their search skills. They also spend time constructing assignments that point students toward the best online resources and encourage the use of sources other than search engines.
Large majorities also agree with the notion that the amount of information available online today is overwhelming to most students (83%) and that today’s digital technologies discourage students from using a wide range of sources when conducting research (71%).
All the data presented in this talk is from our Teens, Social Media and Privacy report: http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx
Source: The Pew Research Center Internet & American Life Project Teen & Parent surveys. Source: Teen data taken from surveys of teens age 12-17 conducted October-November 2006, September-November 2007, November 2007-February 2008, June-September 2009, April-July 2011, and July-September 2012 (n=802). Adult data taken from surveys of adults ages 18+ conducted August 2006, April-May 2009, August-September 2009, July-August 2011, and November-December 2012 (n=2,261). Methodological information for each survey is available from http://pewrsr.ch/ZLGBUL
Greater diversification of platforms used, end of MySpace. FB still dominant, though focus group data suggests its not always enjoyed.
Source: The Pew Research Center's Internet & American Life Teen-Parent survey, July 26-September 30, 2012. n=802 for teens 12-17 and parents, including oversample of minority families. Interviews were conducted in English and Spanish. The margin of error for teen social media users is +/- 5.1 percentage points.
Note: This chart is based on an open-ended question that asks: “On which social networking site or sites do you have a profile or account?” and was asked of anyone who had answered yes to one or both of two previous questions “Do you ever use an online social networking site like MySpace or Facebook?” and “Do you ever use Twitter?” Sites listed for comparison were those that were reported in 2012 by at least one respondent.
Asterisks (*) indicate that less than 1% of respondents gave the corresponding answer.
Important to remember than platforms themselves have shifted and changed over this time MySpace -> Facebook and then iterations on Facebook itself.
Source: Pew Internet Parent/Teen Privacy Survey, July 26-September 30, 2012. n=802 teens ages 12-17. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error for results based on teen social media users is +/- 5.1 percentage points. Comparison data for 2006 comes from the Pew Internet Parents & Teens Survey, October 23-November 19, 2006. n=487 teens with a profile online. Margin of error is +/- 5.2 percentage points.
Age is most important variable here – older kids share more. And boys share their cell # more.
Source: Pew Internet Teens and Privacy Management Survey, July 26-September 30, 2012. n=802 parents of teens ages 12-17 and 802 teens ages 12-17. The margin of error for teen social media users is +/- 5.1 percentage points.
Note: Rows marked with a superscript letter (a) indicate a statistically significant difference between that column and the column designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
Source: Pew Internet Parent/Teen Privacy Survey, July 26-September 30, 2012. n=802 teens ages 12-17. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error for results based on teen Facebook users is +/- 5.3 percentage points.
Source: Pew Internet Parent/Teen Privacy Survey, July 26-September 30, 2012. n=802 teens ages 12-17. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error for results based on teen social media users is +/- 5.1 percentage points.
Note: Columns marked with a superscript letter (a) indicate a statistically significant difference between that row and the row designated by that supe
Source: Pew Internet Parent/Teen Privacy Survey, July 26-September 30, 2012. n=802 teens ages 12-17. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error for results based on teen social media users is +/- 5.1 percentage points.
Note: Columns marked with a superscript letter (a) indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
Source: Pew Internet Parent/Teen Privacy Survey, July 26-September 30, 2012. n=802 teens ages 12-17. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error for results based on teen social media users is +/- 5.1 percentage points.
Note: Columns marked with a superscript letter (a) indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
Source: Pew Internet Parent/Teen Privacy Survey, July 26-September 30, 2012. n=802 teens ages 12-17. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error for results based on teen social media users is +/- 5.1 percentage points.
Note: Columns marked with a superscript letter (a) or indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each demographic trait.
Source: Pew Internet Parent/Teen Privacy Survey, July 26-September 30, 2012. n=802 teens ages 12-17. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error for results based on teen social media users is +/- 5.1 percentage points.
Note: Columns marked with a superscript letter (a) indicate a statistically significant difference between that row and the row designated by that superscript letter. Statistical significance is determined inside the specific section covering each row and column grouping in that row.
Source: Pew Research Center Internet & American Life Project Teens and Privacy Survey, July 26 – September 30, 2012. n=802 parents of 12-17 year olds, including an oversample of minority families. N=781 for parents of teen internet users. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error is +/- 4.5 percentage points for the total sample of parents and +/- 4.6 percentage points for parents of teen internet users.
Note: A full report that examines parents’ attitudes and actions around their children’s online privacy is available here: http://www.pewinternet.org/Reports/2012/Teens-and-Privacy.aspx
When asked whether they thought Facebook gives anyone else access to the information they share:
Data presented in this slide is from a series of online focus groups in mid-late 2012.
Data presented in this slide is from a series of online focus groups in mid-late 2012.
Source: Pew Research Center Internet & American Life Project Teens and Privacy Survey, July 26 – September 30, 2012. n=802 parents of 12-17 year olds, including an oversample of minority families. N=781 for parents of teen internet users. Interviews were conducted in English and Spanish and on landline and cell phones. Margin of error is +/- 4.5 percentage points for the total sample of parents and +/- 4.6 percentage points for parents of teen internet users.
To read the full report: http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx
Data presented on this slide is from in-person focus groups with teens conducted in the Spring of 2013 in Boston, LA and Greensboro, NC.