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Understanding Gen Z: Engaging & Teaching Digital Natives

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Understanding Gen Z: Engaging & Teaching Digital Natives UNDERSTANDING GEN Z: ENGAGING DIGITAL NATIVES BY CHERI TODD MOLTER EAST CAROLINA UNIVERSITY WHO IS GENERATION Z? • People born between 1995 & 2015 • Currently 5 to 25 years old • Oldest of Gen Z started arriving on university campuses in 2013 Gen Z is More Diverse than Previous Generations • 48% of Gen Z do not Identify as White (2018) Compared to: • 39% of Millennials (2002) • 30% of Gen Xers (1986) • 18% of Boomers (1968) 74 Million People UNDERSTANDING GENERATION Z STUDENTS They’ve been Shaped by the World They’ve Known • Grew up Post-9/11 • Witnessed crumbling economy, widespread public shootings, and ongoing violence and terrorism abroad and in the U.S. • Instilled fear and worry • Live with idea of never being safe, even while attending school or church • Witnessed social equality advancements like the legalization of same-sex marriage, Black Lives Matter movement, and the #MeToo movement • Believe they have the power to change the world • “We”-centered mentality – Majority of their concerns are for the well- being of everyone UNDERSTANDING GENERATION Z STUDENTS They are Digital Natives • Never known a time without the Internet • Exposure to mobile devices from the time they were born • Have had access to more information than any other generation WHAT IT MEANS TO BE A DIGITAL NATIVE • Anything they want to know has always been just a click away • Grew up in a world with online threats • Cyber-bullying • Identity Theft • ‘Fake News’ • Learned to embrace privacy in their use of technology DIGITAL NATIVES • Gen Z-ers got their phones earlier than their Millennial friends • Dislike seeing “Low Battery” and “No Internet” symbols DIGITAL NATIVES • Spend 41% of their time outside of school on screens, compared to 22% of Millennials 10 years ago • Can multitask across at least 5 screens • Are not always “Internet savvy” • Still need to be taught how to recognize credible information since they’re inundated with an abundance of online material that may or may not be accurate GEN Z STUDENTS’ LEARNING PREFERENCES •Intrapersonal Learning • Individual nature of technology enabled Gen Z to become comfortable learning independently • 85% have engaged in research online to complete an assignment without interpersonal interaction • Like to set their own pace and absorb the meaning of their learning before sharing that meaning with others • However, design collaborative group experiences with Gen Z students in mind: They like work with others after they’ve had the chance to think through a concept, problem, or project independently. • Gen Z views instructors and peers as valuable resources GEN Z STUDENTS’ LEARNING PREFERENCES •Hands-on Learning Opportunities • One student described the ideal learning environment as “need[ing]to be actively doing the learning to obtain the most information” (Seemiller & Grace, 2017, pg. 22) • Applied learning techniques important in every learning environment •Value Internships that Prepare Them for Career Success • 79% believe that practical experiences are essential in college education • Many will seek multiple internship experiences during undergrad years GEN Z STUDENTS’ LEARNING PREFERENCES •Want to Apply Lessons to Real-Life Situations • Expect that there are broader applications for what is learned •Desire to Learn through Video Content • They’re Observers • Want to watch others complete the task before tackling it themselves • Reflected in their affinity for seeking information through videos online (like on YouTube) HOW GEN Z SPENDS THEIR TIME HOW GEN Z SPENDS THEIR TIME: SOCIAL MEDIA PLATFORM USAGE HOW GEN Z SPENDS THEIR TIME • 51% of Generation Z Report Using Social Media Constantly • 86% have a YouTube account • 95% have visited YouTube in the past month EFFECTIVELY ENGAGING WITH GEN Z • Utilize Video-based Learning • Capitalize on digital natives’ interest in learning through observation by using videos and other visuals to help explain a theory or concept or to demonstrate a challenging process. • Videos of effective speakers bring content to life • Incorporate TED Talks • Apps like Jing and Camtasia, which allow users to make voice-over instructional videos, can be useful for prerecording videos for students EFFECTIVELY ENGAGING WITH GEN Z •Incorporate Intrapersonal Learning • Break projects into multiple “checkpoints” along the way, providing opportunities for individual learning & reflection; then assign group “checkpoints” later in the process • Engage in “Think-Pair-Share” (Frank Lyman) Activities • Students reflect on information before discussing it with a partner; then they share it with larger group EFFECTIVELY ENGAGING WITH GEN Z •Connect Gen Z students to Internship Opportunities • Because many students believe these experiences to be essential during their undergrad experiences and are seeking to have multiple internships before they graduate, universities may want to offer on- and off-campus opportunities that are appropriate for younger, less experienced students EFFECTIVELY ENGAGING WITH GEN Z Create Memes that capture and keep their attention • Memes and Infographics are images, videos, or quotes that present visual information • Familiar format that’s easy for Digital Natives to digest and retain EFFECTIVELY ENGAGING WITH GEN Z Utilize Memes to Teach Information Literacy • Help combat influence of ‘Fake News’ with memorable, useful messaging on social media platforms • Can’t stop the creation of fake news but can help library users recognize it and limit its spread GEN Z STUDENTS SEE UNIVERSITY INFORMATION ON THESE SOCIAL MEDIA PLATFORMS WHAT SOCIAL PLATFORMS DO DIGITAL NATIVES WANT TO SEE UNIVERSITY INFORMATION ON? ENGAGING WITH GEN Z ON SOCIAL MEDIA STAY FOCUSED: • It is much better to have a strong and engaged presence on a few key platforms than a weak and unengaged presence across several. • Instagram, YouTube, and Facebook are Gen Z’s favorites RECAP • Gen Z were born after 1995 and are now 5 to 25 years old • Higher percentage of diversity than previous generations • Grew up post-9/11: Know violent acts can occur at any time in any place • “We” mentality: Advocates for Social Justice • Digital Natives who interact with mobile devices and social media platforms all the time RECAP • Not always “Internet savvy”: They still need to hone critical thinking/information literacy skills • Best engaged through Intrapersonal Learning, Video-based Learning, and Hands-on Learning Opportunities • Use Memes to provide easily digestible information • Cultivate an online presence through the effective use of social media platforms like Instagram, YouTube, and/or Facebook QUESTIONS? REFERENCES Geck, C. (2006). The generation Z connection: Teaching information literacy to the newest net generation. Teacher Librarian, 33(3), 19. Mosca, J. B., Curtis, K. P., & Savoth, P. G. (2019). New approaches to learning for generation Z. Journal of Business Diversity, 19(3), 66-74. doi:10.33423/jbd.v19i3.2214 Rekos, M. (2020, Jan. 8). What makes Gen-Z click. NCICU Development and Communications & Marketing Conference. Presentation conducted at High Point University, High Point, NC. Seemiller, C., & Clayton, J. (2019). Developing the strengths of generation Z college students. Journal of College and Character, 20(3), 268-275. doi:10.1080/2194587X.2019.1631187 Seemiller, C., & Grace, M. (2017). Generation Z: Educating and engaging the next generation of students. About Campus: Enriching the Student Learning Experience, 22(3), 21-26. doi:10.1002/abc.21293 Selingo, J. (2018). How to teach the diverse cohort of gen Z students. The Chronicle of Higher Education, 65(10), A35. Shatto, B., & Erwin, K. (2017). Teaching millennials and generation Z: Bridging the generational divide. Creative Nursing, 23(1), 24-28. doi:10.1891/1078-4535.23.1.24 Sonnet, I. (2018). Fake news alerts: Teaching news literacy skills in a meme world, The Reference Librarian, 59:3, 122- 128, DOI: 10.1080/02763877.2018.1463890 Swanzen, R. (2018). Facing the generation chasm: The parenting and teaching of generations y and z. International Journal of Child, Youth and Family Studies, 9(2), 125. doi:10.18357/ijcyfs92201818216 Vikhrova, O. (2017). On some generation Z teaching techniques and methods in higher education. International Information Institute (Tokyo). Information, 20(9A), 6313-6324..
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