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Newsletter to Kristal A Publication Of The Porter County Public Library System May 2011 June www.pcpls.lib.in.us Volume 23 Issue 3 Published bi-monthly by Porter County Public Library System Serving 11 Townships INSIDE THIS ISSUE Digital Celebrate Travel and World Cultures with Summer Reading! Literacy 1 & 2 Summer reading will be a wide world of fun this summer at the Porter County Public Library! Our theme this year is “One World, Many Stories.” All PCPLS library Introducing... 3 branches offer the independent summer reading program for children ages 2 through 18 (still in High School). Registration for summer reading starts Monday, Relatively June 6 at all branch youth departments. The last day to register is Saturday, July 2. Speaking 4 Each participant receives a reading booklet to record the titles of the books they Event read. All books must come from the Porter County Public Library system. After you Calendar 5 - 7 register and get your booklet, then you read, read, read to complete the require- ments for your age group. Once you’ve completed the reading requirements, turn in Graphic your booklet (at the same branch where you registered) and win fun prizes! Novels 8 & 9 (Preschoolers and students who have completed Gr. K-8 will also receive a Read & Ride voucher for the Porter County Fair. This voucher provides a discount on the Friends’ News 9 carnival ride wristband – good for any one day, Monday, July 25 through Friday, July 29.) You can turn in your booklet for prizes as soon as you’ve completed the reading ALLDATA 10 requirements. The last day to pick up prizes is Saturday, July 16. Youth Services In addition to the independent summer reading program, each PCPLS branch also Book Review 11 offers many exciting theme-related activities and programs throughout the summer. Travel the world at your Porter County Public Library branch this summer! Generational Differences in Digital Literacy: Are Young People Really More Gifted With Technology? I frequently hear adults marvel at how quickly as they do for digital natives. Indeed, fMRI’s of easy use of the computer comes to the brain behaviors of younger and older people while younger people, or even explain the dif- using a computer shows differences between the ficulty they themselves have with com- groups. 2 Does this mean that digital immigrants are puters as being due to their age. “I can’t fated to struggle more just to gain the same skills as learn like they can anymore,” they say. The generational their younger counterparts? stereotypes associated with use of computers and technology Several studies have been done to explore these ques- seem to be widely held. But, how true are they? Why do tions further. One examined two different groups of these differences exist? Is there something about youth that middle aged adults. 3 One group had prior experience gives an inherent advantage in learning one’s way around to searching on the Internet and were considered “web computers? -savvy,” while the other group had little or no experi- About ten years ago, terms were coined in an attempt to ence searching the Internet and were considered “web- characterize and explain these differences. 1 “Digital Natives” naïve.” MRI’s taken of participant’s brains as they describe the generation born into our digital world. They searched showed that the web-savvy group had much have never known a world without computers. “Digital Im- higher activity throughout the brain than the web- migrants” describe those born before the digital world, who naïve group. However, perhaps even more interesting, adopted digital technologies later in life. Some argue that be- is that after one week of searching on the internet for 1 cause they did not learn digital and technological literacies hour a day, the web-naïve group showed brain activity early in life, these skills will never come to them as easily or had increased and was now similar continued on page 2 to the web-savvy group. 4 stimulus can change our is not by the year they were born, but Our brains are constantly being shaped brains. If it is true that rather by the choices they have made by our experiences, as the above study younger people more often to experience new technologies. The shows. Experts say that we might also make choices that expose good news is, our brains retain their expect to see such differences in the them to digital devices, could the dif- plasticity, or their ability to change brains of groups of people whose ex- ferences between the natives’ brains and grow, throughout our adult 6 periences have differed in other ways. 2 and the immigrants’ brains simply be lives. We can always choose which For example, a group of French speak- due to different total amounts of ex- experiences we wish to pursue, and posure? how we shape our brains. ers’ brains would react differently to hearing spoken English than a group Further evidence of this may be found Inge Kokidko- of English speakers’ brains. Likewise, when examining the differences South Haven Branch Manager such an experiment may show the dif- within generations, rather than be- ferences to lessen if the French speak- tween them. It is easy to generalize Further Reading ers were taught English. that all young people are more com- The following books are available fortable with technology than older through PCPLS. Digital immigrants have been de- scribed as speaking in an “accent.” 1 people. However, differences in • Brain Rules: 12 Principles for Sur- That is, they were socialized to interact school and home backgrounds, do- viving and Thriving at Work, Home, mestic affluence, and family dynamics and School by John Medina with technology later in life, and carry • holdovers from the past. Evidence of actually result in a wide variance iBrain: Surviving the Technological this accent can be seen in actions such among young people with regard to Alteration of the Modern Mind by their skill with computers. 5 For exam- Gary Small as an immigrant’s tendency to turn to a • ple, affluent families who value tech- Kluge : the haphazard construction phone book first, where a native may of the human mind by Gary Marcus turn to the internet first when looking nology may be more likely to foster up a phone number. Another example an environment which creates many Free Web Resources is how immigrants may print out an opportunities for experience with • Discover what type of “digital email or a document in order to read computers. denizen” you are by taking a short or edit it, rather than just reading it on Similarly, adults and older adults quiz: http://www.stockton.edu/ the screen, as a native might do. Yet show a wide range of capabilities. 2 As ~intech/spotlight-digital-denizens.htm • another example is an immigrant’s re- a personal example, my father was University of North Carolina Com- liance on books and written instruc- required to use a computer daily for munity Workshop Series – offers in- structional material for novice com- tions to learn software, where a native the last several decades due to his job. puter users: http://www.lib.unc.edu/ may assume the software will teach He is very comfortable with com- cws/handouts/ itself. puters. On the other hand, my • Compu-KISS with Sandy Berger – Could it be that certain characteristics mother, who is the same age as he is computer tutorials: http:// shared by the younger generation pre- and has been living in the same www.compukiss.com/tutorials/ disposed them to choose activities that household the entire time my father index.php expose them to technology, such as the learned to use a computer, is barely • The Senior’s Guide to Computers – ones mentioned above? Perhaps the able to check her email account with- tutorials created with seniors in mind: way video games, social networking, out assistance. There was little to mo- http:// and various other technological appli- tivate my mother to use computers www.seniorsguidetocomputers.com/ • cations appeal to our youth has re- during this time, and so her experi- Microsoft Digital Literacy – offers sulted in them to more often choose to ence, and thus her skill, is limited. three different curriculum levels: http://www.microsoft.com/about/ use digital devices. We have already Perhaps a better way to conceptualize corporatecitizenship/citizenship/ seen that the amount of exposure to a digital natives and digital immigrants giving/programs/up/digitalliteracy/ References default.mspx • Microsoft Office – getting familiar 1. Prensky, Marc. (2001). Digital natives, digital immigrants. On the Horizon , 9(5). 2. Herther, N. K. (2009). Digital natives and immigrants: what brain research tells us. with the Microsoft Office suite: http:// Online , 33(6). office.microsoft.com/en-us/support/ 3. Small, G. W., Moody, T. D., Siddarth, P., & Bookheimer, S. Y. (2009). Your brain on getting-started-with-office-2010- Google: patterns of cerebral activation during Internet searching. The American Journal FX101822272.aspx of Geriatric Psychiatry , 17(2). • Open Office – learn more about the 4. Small, G. W. (2010). Is technology changing our brains? Aging Today , 31(1). free productivity suite found on the 5. Bennet, S., Maton, K., & Kervin, L. (2008). The ‘digital natives’ debate: a critical re- Porter County Public Library System’s view of the evidence. British Journal of Educational Technology , 39(5). computers: http:// 6. Prensky, Marc. (2001) Digital natives, digital immigrants, part II: do they really think www.openoffice.org/ differently? On the Horizon , 9(6). 2 Gerrie Bowie is Porter County Public Library System’s Library Trustee Vice-President How long have you been a library trustee? Since 2002.
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