Tweens and Technology

Reading Log—Week 7 (March 9-16)

Teens, Tweens, and Technology

Like many of my classmates, I was not surprised by much of the information in this week’s reading about young people and their use of technology.  The research confirmed my assumptions (and observations) that teens and tweens are using technology every day in increasing amounts, that the use has increased significantly in recent years, and that they are using multiple forms of electronic media in a day and at a time (phones and/or computers while listening to music and/or watching television, etc.). 

The most glaring implication this has for libraries, from my perspective, is that this population is used to keeping up with technology and libraries must do that also if we want to maintain young library patrons.  That poses several challenges.  For one thing, improved technology usually comes at a cost.  E-books, subscription databases, electronic readers—all of these require precious resources.  Beyond the cost of the technology itself is the added resource of training library staff.  It will be more and more necessary that librarians keep up with these trends of their own volition; keeping current will simply be an expected part of the job.

It may also mean making considerable shifts in attitude toward electronic media.  Rather than vehemently banning cell phones from the library, we should be embracing them and helping teens and tweens use them in ways that can contribute to their education.  One teacher at my school has begun requiring some assignments to be texted to him; in keeping with Twitter rules, the texts must not exceed 140 characters.  Now his students are using a format they love and are comfortable with, and they do not even realize they are also practicing the skill of summarizing at the same time.  That example is classroom-specific, but there is no reason young people should have to keep their phones locked up while in the library when they are such information tools for them.  But that kind of thinking goes against the grain of many adults, so it requires a shift in thinking.

Sources:

Rideout, V.M., Foehr, U.G., & Roberts, D.F.(2010). Generation M²: Media in the lives of 8- to 18-year-olds. Menlo Park, CA: Henry J. Kaiser Family Foundation. http://www.kff.org/entmedia/upload/8010.pdf

Lenhart, A.; Purcell, K.; Smith, A.; Zickuhr, K. (2010). Social media & mobile internet use among teens and young adults. Pew Internet and American Life Project. http://pewinternet.org/~/media//Files/Reports/2010/PIP_Social_Media_and_Young_Adults_Report_Final_with_toplines.pdf

Tweens in the digital age

Reading Log—Week 6 (March 1-8)

We focused this week on tweens in the digital age.  Goodstein’s perspective, now at least four years old, is dated in some regards.  For example, she talks extensively about Live Journal and My Space, while Facebook is practically a footnote in her text.  Today, Facebook has more than 500 million users and is ubiquitous with nearly all age ranges.  However, she also brings up some points about tweens and their search for their identity that are relevant still, and perhaps timeless.

Goodstein talks about her own experiences as a young tween and teen, and many of her memories are of “hanging out” with her friends.  She gravitated toward people who shared her love of punk rock; the generation before her bonded over Elvis or The Beatles or muscle cars.  Families are still important to young people in this age range—a face that is emphasized in the Search Institute’s list of developmental assets—but gaining independence from one’s family is also a major part of this period.  Kids in this age feel as though they have one foot in childhood and one foot in adulthood (though they may be further from both than they think).  They rely on their families in many ways, but they need space from them.  Peers are so influential and important during these years.  The Search Institute documents highlight this as well.  Young people tend to model their behavior after one another—which is why positive peer groups are so important. 

Though tweens still spend a lot of time with their peers in person, they are able to spend essentially all their time with them in a virtual sense.  Online presence is so strong with this generation, and that has to have an impact on their relationships.  The good news is that young people are finding more and more ways to connect with people who share their interests or viewpoints, no matter where they live.  It is easier than ever to feel a part of something for this group that often feels isolated.  The bad news is that there are dangers associated with these kinds of interactions, and young people can get so wrapped up in their digital interactions that their face-to-face interactions may suffer.  I see young people frequently who would rather text a friend who is in the same room with them than have a conversation.  In fact, most of the young people I know now do not even use their cell phones as phones; they are merely delivery services for text messages.  If that kind of communication comes at the expense of them developing their interpersonal skills, that is a problem.

Sources:

Goodstein, A. 2007. Totally wired.  New York: St. Martin’s Griffin.

40 Developmental Assests for Adolescents:
http://www.search-institute.org/content/40-developmental-assets-adolescents-ages-12-18

40 Developmental Assest for Middle Childhood
http://www.search-institute.org/40-developmental-asset-middle-childhood-8-12