Digital+Natives?

=Digital Natives: Do They Exist?=

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**Articles**
==== Palfrey, J., Gasser, U., Maclay, C., & Beger, G. (2011, February). Digital natives and the three divides to bridge. In The State of the World’s Children 2011, Chapter 1: The emerging generation, pp. 14-15. UNICEF. @http://www.unicef.org/sowc2011/pdfs/SOWC-2011-Main-Report_EN_02092011.pdf (Mark Munro) ====

The authors outline that "digital natives" share a global culture defined their immersion in digital technology. They then outline three divides that must be dealt with in order to optimize the promise of this culture. The first relates to basic infrastructure; Palfrey and the authors highlight the digital divide between the West and portions of Africa. Digital literacy and the knowledge of how to navigate this new world creates a gap within a gap even if certain "natives" have access to said technology. The third divide relates to our own understanding of how this is actually used across the globe.

Palfrey, John G. //Born Digital: Understanding the First Generation of Digital Natives (p. 1-9).// New York: Basic Books, 2008. (Submission for Cassandra Bayer)

PDF accessible at https://7f453353-a-62cb3a1a-s-sites.googlegroups.com/site/staffinfolit/documents-forms-handouts/DigitalNativesOneS.pdf?attachauth=ANoY7crmu3rJC2y08WZxXdzjHbKq0NlGW1mW5HI1ktOdyCjihj7ofdGRYIWVCCPu9HSFlRT3WgnCsNYImrrXOxVRmV4yvYqdhrnbQg989fcQtTHQGQOZRH7gjpFhO_Ck91Zw40lyb2hlPxrC88ifFx6ZfymmbwhaMD-t5xQcyZ631Mpm9lsBX14q_X0M2eAnoZnfctJznnlBBCNgMxdBZVSanSxnfhMWGlr_RSp1RLg8bgYgSnE51Iy-xU0dpA59eNnpjBvEaByB&attredirects=0

In the introduction to his book, Palfrey explores how we are at a crosswords in education. Here, for the first time in human history, we have more technological tools than ever accessible to us. However, Palfrey begins to etch out how this may be an immense help or a hindrance. Palfrey explains that if we "fail to harness the goodness," the technological boom can actually mar the education of our youth. Palfrey's book is a way to weigh the pros and cons of the era of the Digital Natives; and start to look into connotations for the future.

Sylvester, Ruth, Wendy Iou-Greenidge (2009) "Digital Storytelling:Extending Potential for Struggling Writers." The Reading Teacher, 63.4 (pp 284-295)

http://thoreau.colonial.net/Teachers/FOV1-00042D9C/PDFs/DigitalStorytellingReadingTeacher.pdf Kyle Shook

These authors explore the potential that digital literacy has for struggling writers. Using four students (pseudonyms are used), the authors explore not only the benefits that technology and digital writing has to offer struggling writers, but also potential examples and resources teachers can use in the classroom to aid such students. Examples include making narrative videos, photostory and youtube to enhance students' abilities to make narrative writing. This article embraces the concept of digital natives without necessarily spelling this out. It is a post-native dialogue, so to speak, and accepts that technology is the future in terms of applying student skills (technology usage) to education.

Bennet, S., Lisa Kervin, Karl A. Maton (2008). [|The 'digital natives' debate: a critical review of the evidence] British Journal of Educational Technology. (Kevin Aaron)

In this paper, the authors focus their energies on the fields of education and sociology to analyze the original digital natives debate.The authors argue that the debate is not based on what it claims to be based on, which is observation and experimentation, but rather something they call "moral panic." The authors go on to propose that a new and fresh approach and taken in order to really contextualize the effects of 21st century technology and the impact it seems to be having on the pedagogy of educators.

Eszter Hargittai, Northwestern University, Digital Na(t)ives? Variation in Internet Skills and Uses among Members of the ‘‘Net Generation’’ http://www.webuse.org/webuse.org/pdf/Hargittai-DigitalNativesSI2010.pdf (Quinn Hurdle)

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Eszter Hargittai challenges the idea that all young people today are Digital Natives. There are two fundamental problems with the concept of digital natives. First, not all people have equal access to digital technology. She argues that differences in education as well as other socio-economic factors create differences in how people use digital technology. As Hargittai references (page 93), the federal government has recognized the technology deficit in the nation, even spending taxpayer money as part of the Recovery Act to make access to the internet universal. Another issues that makes the term digital native problematic is that it assumes people have equal skills even when they have equal access to digital technology. According to research collected, digital skills vary significantly even when education is controlled for. The access deficit and the skills deficit mean that young people cannot be categorized as digital natives because there is too much variation within the group. ======

Corrin, L., Bennett, S., and Lockyer, L. (2010). "Digital natives: Everyday life versus academic study."

//Proceedings of the Seventh International Conference on Networked Learning// (2010): 643-650. Web. 2 July 2014.

This study takes the assumption that millenials are digital natives and tests it through studying first-year university students, finding that the variety of digital use/fluency is varied enough to be worth considering for universities before immediately making decisions based on the assumption that their students are digital natives. The data uses survey data to consider students' estimation of their own abilities and their access to various digital tools.

Boyd, D. (2014). [|Literacy: are today's youth digital natives?] //It's complicated: The social lives of networked teens// (pp. 176-198). New Haven, CT: Yale University Press. (Mackenzie Magee)

This is a chapter from a book that focuses on the complicated nature of teen social networks on the Internet. In the chapter on literacy, Boyd challenges the term "digital natives" by arguing that many teens are not as naturally adept at using technology as they are assumed to be, and that it is dangerous to assume that they do not need to be taught how to use technology and how to protect themselves from it. Boyd also touches on the assumption the term "digital native" makes about privilege, and points out that there is a level of privilege required to be considered a "digital native."

Downes, J. M., & Bishop, P. (2012, May ). Educators engage digital natives and learn from their experiences with technology. Middle School Journal, 43(5), 6-15. (Stephanie Murdock)

Downes and Bishop suggest ways teachers can best teach digital natives in 2012. They touch on potential pitfalls of incorporating technology in the classroom, and report from the study the benefits reported by students and teachers. While their findings are interesting, it should be noted that their study is based in Vermont, in a number of schools whose free and reduced lunch populations ranged from 28% to 44% of the population.

Herold, David K. (Sept 2012). [|Digital natives : discourses of exclusion in an inclusive society.] The Hong Kong Polytechnic University, Department of Applied Social Sciences. Retrieved from http://repository.lib.polyu.edu. (James Mayr)

In this article, Dr. David K. Herold takes direct issue with Marc Prensky's assertion that "digital natives," who are steeped in an internet lifestyle, are more "proficient" with technology than previous generations, and that they are unable to function without special accommodation made for this technology. Instead, he argues that research studies reveal the hidden reality of levels of digital understanding, namely, that teenagers know far less about how and why technologies work, and even how to use them, than is regularly assumed. Rather, the "digital natives" know just enough about their tools to get by, are generally not interested in becoming more proficient, and are certainly not more "digitally literate" than college-educated members of the previous generation.

Koutropoulos, Apostolos. [|Digital natives: Ten Years After.] University of Massachusetts, 2011. (Joshua Micley

This article examines general assumptions and over generalizations that have been made about Digital Natives. The authors seeks to answer the question: "Who are these digital natives?" The question of most interest to me is with regards to the inquiry of the socioeconomic status of digital natives and how this translates to "how and how much people use technology".

Helsper, Ellen and Eynon, Rebecca (2009) Digital natives: where is the evidence? British educational research journal. pp. 1-18. Retrieved from [|http://eprints.lse.ac.uk/27739/1/Digital_natives_(LSERO).pdf.]

Helsper and Eynon argue that there is no solid and direct distinction between Digital Natives and Digital Immigrants. They argue against Prensky's assertion that being a Digital Native is dependent on generation and instead argue that a wider range of factors, primarily breadth of use and experience must be considered when determining whether a person is a Digital Native. ---

Bayne, Sian and Jen Ross. The ‘digital native’ and ‘digital immigrant’: a dangerous opposition. University of Edinburgh (Chris Finch)

Highlights the assumptions and stereotypes that accompany the terms "digital native" and "digital immigrant." Examines the evolving roles of teachers and stresses the need to adapt to the ever-evolving skills of our students. However, it warns "against the reduction of our understanding of these issues to a simplistic binary which contains within itself the structural de-privileging of the teacher."

[|McHale, Tom. "Portrait of a Digital Native: Are Digital-Age Students Fundamentally Different from the Rest of Us?." Technology & Learning 26.2 (2005): 33.] (Christine Peters)

Digital native students are fundamentally different . Immersed in technology since infants, they are more adept at using technology and can use it in new, exciting ways.
Prensky, M. (2001). Digital natives, digital immigrants. Prensky introduced the idea of digital natives, which he contrasted to digital immigrants. His terms have been widely adopted in educational literature, yet some challenge the idea of "native" and "immigrant" as he defined them.

VanSlyke, T. (2003). Digital Natives, Digital Immigrants: Some Thoughts from the Generation Gap. (Nicole Liuzzo) VanSlyke introduces a counterargument to Prensky’s idea of digital natives and digital immigrants. He does not refute the idea and suggests a different perspective based on his experiences.

Kennedy, G., Krause, K., Judd, T., Churchward, A., & Gray, K. (2006, September). First year students' experiences with technology: Are they really digital natives?. (Megan Smith) The authors explore digital natives, or the 'Net Generation.' The subjects of the article were were entering university at the time of the article, and had been exposed to technology throughout their entire lives. The authors look at the students' personal use of and exposure to technology, and the implications this usage had on their school experience.

Digital Natives Are Slow to Pick Up Nonverbal Cues (Grace Leu) Prensky talks about how digital natives are "wired differently" than non-natives. From the Harvard Business Review, it appears that people are starting to define specific wirings in which digital natives have: a lack interpersonal skills as a result of being "technologicalized." The article even gives a link to a psychological journal that apparently has done research proving the differences in digital native brains. From a __#|psychology__ standpoint, the article gives me ammo as to why we should become "bi-lingual" as VanSlyke, T. (from second article link) explains is quite possible rather than being confined to digital or non-digital proficiencies.

[|Bennett, Sue, Karl Maton and Lisa Kervin. The 'digital natives' debate: A critical review of the evidence. (2008). British Journal of Educational Technology, Vol 39 No 5.] (Essence Caleb) Sue Bennett, Karl Maton and Lisa Kervin discuss how the debate over digital natives is not founded on any substantial data and is more a "moral panic" reaction to the influx of technology. The authors break down their argument in three specific parts: (1) they challenge the very term "digital native" and identify it as a biased/non-universal phrase, (2) they argue that there is no direct evidence that states that technology users are "better" or "learn differently" than non-technology users (they present a formal argument regarding the idea of multitasking), and (3) they demonstrate that there is no strong basis to change the methods of how we teach curriculum based on the concept of "digital natives" alone.

"The Net Generation, Unplugged." The Economist. The Economist Newspaper, 04 Mar. 2010. Web. 09 July 2012. . (Josh Williams) This article from //The Economist// explores the problems that arise when we oversimplify a generation, specifically, when we make broad assumptions about digital natives. It argues that complexities exist amongst learner regardless of when they were born, and that it may be counterproductive as older educators to view ourselves as digital immigrants who must adapt and keep up.

"Are "Digital Natives" Really Digitally Competent" Li, Yan; Ranieri, Maria. British Journal of __#|Educational Technology__, v41 n6 p1029-1042 Nov 2010. (J. Miguel Jimenez) This article explores the characteristics that could be used to classify digital natives. Using a group of ninth graders in China, this __#|study__ measures how competent is the digital native generation and just how much outside factors may or may not play a role in their abilities.

Downes, J., & Bishop, P. (2012). Educators engage digital natives and learn from their experiences with technology. //Middle School Journal//, //May [|Educators engage digital natives and learn from their experiences with technology]// (submitted by: Erinn Keane) This article discusses middle school students and how they interact with technology and how teachers must adapt their teaching in order to engage these digital native students. Middle school students (ages 11-14) today spend more time on non-school computers than their younger peers (ages 8-10), surfing the web, using social networking and researching. The article presents many strategies for teachers to incorporate technology into the curriculum in order to keep middle school students involved, engaged, and interested in learning.

Lei, J. (2009). Digital Natives as Preservice Teachers: What Technology Preparation Is Needed?. //Journal Of Computing In Teacher Education//, //25//(3), 87-97. (Submitted by Julianne Benedetto) The article examines how “digital natives” who are preservice teachers recognize the immense value of technology in the classroom. However, they do not have strong self-confidence about their ability to use and teaching technology. This group reportedly is proficient in social-networking and basic technology, yet they lack the skills needed to employ more advanced technology that has the greatest potential in the classroom. Archived Digital Natives Articles

ZEVENBERGEN, R. (2007). //Digital natives come to preschool: implications for early childhood practice//. (Master's thesis, Griffith University,)Retrieved from http://www.wwwords.co.uk/pdf/validate.asp?j=ciec&vol=8&issue=1&year=2007&article=3_Zevenbergen_CIEC_8_1_web (Margo Salinger) This article discusses the early __#|education__ glimpse at digital natives and implications for teaching. It discusses the access to technologies prior to elementary grades and offers insight into some of the socioeconomic factors that play into being digitally native. This article also discusses the learning style of digital natives and their collaborative and inventive nature that distinguishes their generation.

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Submitted by Tyescha Anglada- Clark
==== This article discusses through studies conducted whether the digital generation is an actual influence to the entire generation. It questions if the whole generation is equally impacted and displays the skills and talents students have through this new era of information. ====

Brumberger, E. (2011). Visual Literacy and the Digital Native: An Examination of the Millennial Learner. //Journal of Visual Literacy//, //30//(1), 19-47.



(Laura Madera) Brumberger presents the argument that digital natives have a significant __#|degree__ of visual literacy. However, Brumberger exposes (through an empirical study) that there is no particular proficiency a digital native has developed in an effort to produce and interpret visual communication. In other words, Brumberger’s findings suggest that digital natives are not necessarily more visually literate then non-digital natives.

Hsi, S. (2007). Conceptualizing Learning from the Everyday Activities of Digital Kids. //International Journal Of Science Education//, //29//(12), 1509-1529. (Edna X.) Hsi discusses the need to conduct more research on the use of digital tools as part of children's everyday activities (inside and outside of school) and how children use these tools to create and exchange messages to others through social networks and online communities. Hsi also identifies the benefits of digital kids through their digital fluency, and the need for researchers to view this everyday usage of digital tools as not only a source for learning but also a context for studying activities and practices of digital kids.

Helsper E. (2008b) Digital natives and ostrich tactics: the possible implications of labelling young people. Available at http://www.beyondcurrenthorizons.org.uk/digitalnatives-and-ostrich-tactics-the-possible-implications-oflabelling-young-people-as-digital-experts/ (last accessed 9 July 2012). (Posted by Patrick D.)

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In this article, Helpser discusses the importance of not confusing someone's age with their level of digital literacy and instead advocates using expertise and experience as more notable indicators of a person's level of digital competency rather than their DOB. Helpser also discusses how younger users are less likely to ask for help when using digital tools out of fear of not living up to their "digital native" title. He believes that if younger people can shed their "digital native" identity, they may be more likely to seek help from others when they need it. Finally, Helpser explores the idea of a separation of online/offline behaviors and its effects on how older people and younger people communicate and interact with one another.

Bennett, Sue, Karl Maton, and Lisa Kervin. "The 'digital Natives' Debate: A Critical Review of the Evidence." // British Journal of Educational Technology // 39.5 (2008): n. pag. Web. . (Andrew Wiktor)

This article dives into the digital natives debate headfirst, arguing that the evidence that digital natives exist and learn significantly different from others is unsubstantiated. The article takes this stance and claims that there has not been enough research done to prove that digital natives actually exist AND that they're much different from other generations. The phenomenon is deemed a "moral panic" that has left educators dizzy trying to meet the needs of these learners who may or may not actually be different from others. The article also challenges the idea that a generation of students could all have the same learning style just because they grew up during a certain time. Lastly, the authors warn about making "fundamental changes to education" based on a theory that has not been irrefutably proven, claiming this can have a detrimental effect on our youth and society.

Neil Selwyn, (2009) "The digital native – myth and reality", Aslib Proceedings, Vol. 61 Iss: 4, pp.364 - 379 (Rickeena Richards) http://www.emeraldinsight.com/journals.htm?articleid=1800799&show=abstract

This article sets out to help its readers gain an understanding of what digital natives are in terms of young people and their use of digital technology. It also speaks to the roles information professionals play in supporting young people in a digital culture. While the article acknowledges generational differences in the use of technology, it also challenges the notion that the younger you are the more naturally capable you are of using those digital technologies.

Scheuerell, S. "National history Day: Developing Digital Native Historians." //The History Teacher 40.3 (2007) n. pag. Web.// . (Meghan Schuster)

This article discusses the ride in digital natives, and their reliance on technology and the lack of technology in the classroom, especially the history classroom. It looks at classrooms and evidence where technology is added to the lessons to make "digital native historians". It looks at the direct correlation between adding technology to the classroom and the overall class grades. Adding technology pleases the digital natives and makes the lessons more interesting and engaging.

Bittman, M., Rutherford, L., Brown, J., &Unsworth, L. Digital Natives? New and old media and children's outcomes. //Australian Journal of Education, 55 (2) 161-175.// retrieved from http://content.ebscohost.com.avoserv.library.fordham.edu/pdf27_28/pdf/2011/FVW/01Nov11/67267125.pdf?T=P&P=AN&K=67267125&S=R&D=a9h&EbscoContent=dGJyMNLr40Sep644yOvqOLCmr0qepq5Ssay4S7CWxWXS&ContentCustomer=dGJyMPGut0yyrbRLuePfgeyx44Dt6fIA (Miriam Clements)

"This article uses data from the Longitudinal Study of Australian Children (LSAC) to study the development of vocabulary and traditional literacy in children aged from 0 to 8 years; their access to digital devices; parental mediation practices; children’s use of digital devices as recorded in time- diaries; and, finally, the association between patterns of media use and family contexts on children’s learning."

Margaryan, Anoush, Allison Littlejohn, and Gabrielle Vojt. "Are digital natives a myth or reality? University students’ use of digital technologies." // Computers and Education //. (2010): 429-440. Retrieved from:

[] (Michael Stuart)

This article shows the results of two surveys done of college and university students and their use of digital technologies. It investigates the difference between a digital native and a digital immigrant. The comparisons of the different majors students undertake in their post-secondary educational careers is also taken into account and discussed in the findings.

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Helsper questions the notion of categorizing someone as a “digital native” based solely on age. She uses data from a nationally representative survey of the UK. Her conclusion is that a “digital native” is determined by many factors: breadth of use, experience, self-efficacy and education which are equally if not more accurate than age in determining if someone is a digital native. An educator, for example, could be considered a “digital native” while her student could be considered a “digital immigrant.” She also argues that her data does not support the idea that we are in a new digital era very different from any past era but that, “the opposite is true—that contemporary society is a continuation of the past and technology, while important, is not the only determining factor in our lives.” (Helsper, 2010, p.518). So an older population than what is usually categorized as “digital natives” may have an advantage in gaining digital fluency. =====

SUMMER 14
1. Stoerger, S. (2009). The digital melting pot: Bridging the digital native-immigrant divide. //First Monday//, 14(7). [] // This article analyzes the definitions of digital natives and digital immigrants and who each group is in terms of criteria. The article then proposes a new definition that aims to integrate these two groups instead of segregate them: the digital melting pot. // Submitted by: Katie Boudreau

2. Lapham, L. (2012, April 23). [|How the Internet Fails Us]. //Mother Jones //.

In this article, the author speaks to the constant practices of information transfer that go on on the Internet. The ideas of McLuhan and Lanier are discussed, and Lanier’s claim that the “data-mining genius of the computer reduces individual human expression to ‘a primitive, retrograde activity,’" receives special consideration. The article examines this claim in light of the way that advertising functions on the web, teasing out the relationship between consciousness and corporate data-mining. More generally, the article addresses the way that the Internet shifts the nature and function of our communications, challenging the assumption that this shift marks progress / empowerment. (Submitted by Morgen Hall)

3. O'Neil, Meghan. (2014, April 14). "[|Confronting the Myth of the Digital Native]." //The Chronicle of Higher Education.//

In this article, the author talks about the "myth" of the digital native. Essentially, the author argues that there are a ton of expectations for generation X, because we grew up with technology, and should be able to navigate it smoothly. However, the author's main point is that these expectations are not always true - many young adults have no idea how to appropriate manage their online presence, as demonstrated by a professor who catches his students off guard with personal information found on twitter. The article then follows a professor who teaches a class on digital identities, showing that students can use their digital literacy in profound ways, but must be veered in the right direction. Submitted by: Morgan Werner

4. Abraham, Sunil & Nishant, Shah (2009). //Digital natives with a cause?// [PDF Document]. Retrieved from the Centre for Internet and Society: http://cis-india.org/digital-natives/blog/uploads/dnrep1

This comprehensive document offers much research, opinion, and insight into the facets of the digital native, both as concept and as person. The table of contents is handily descriptive, and links to sections on, in part, criticism and applause of the digital native (the field of study and the real-life identity). //Submitted by Arianne Beros//

5. Selwyn, N. (2009, July). The digital native–myth and reality. In //Aslib Proceedings// (Vol. 61, No. 4, pp. 364-379). Emerald Group Publishing Limited.

Here, Selwyn gives an overview of the debate spawned from Pensky's descriptions of the "digital native," attempting to clarify which of his assumptions and claims are valid and which aren't. The article contends that the "digital native" description promulgated by Pensky is a //prima facie// account that doesn't address realistic concerns like whether the digital age has empowered or disempowered youth. This piece is useful if you're looking for something that synthesizes the literature about digital natives. //Meredith Edwards//

6. Leef, G. (2013, October 29). Will Online Education Render Traditional College Obsolete?.. http://www.forbes.com/sites/georgeleef/2013/10/29/will-online-education-render-traditional-college-obsolete/

Although this article has both side of the online college argument, it argues that more Americans will turn down the high priced universities and go with the online option as technology and the digital age improves. Submitted by: Felicia Mgbada