Between the Stacks: May and June 2011
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 branches offer the independent summer reading program for children ages 2 through 18 (still in High School). Registration for summer reading starts Monday, June 6 at all branch youth departments. The last day to register is Saturday, July 2.
Each participant receives a reading booklet to record the titles of the books they read.It was quick and light when I used dsttマジコン on a Windows 7 laptop, and gave me no trouble throughout a day of rigorous testing. All books must come from the Porter County Public Library system. After you register and get your booklet, then you read, read, read to complete the requirements for your age group. Once you’ve completed the reading requirements, turn in your booklet (at the same branch where you registered) and win fun prizes! (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 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 requirements. The last day to pick up prizes is Saturday, July 16.
In addition to the independent summer reading program, each PCPLS branch also 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 easy use of the computer comes to younger people, or even explain the difficulty they themselves have with computers as being due to their age. “I can’t learn like they can anymore,” they say. The generational stereotypes associated with use of computers and technology seem to be widely held. But, how true are they? Why do these differences exist? Is there something about youth that gives an inherent advantage in learning one’s way around computers?
About ten years ago, terms were coined in an attempt to characterize and explain these differences.1 “Digital Natives” describe the generation born into our digital world. They have never known a world without computers. “Digital Immigrants” describe those born before the digital world, who adopted digital technologies later in life. Some argue that because they did not learn digital and technological literacies early in life, these skills will never come to them as easily or quickly as they do for digital natives. Indeed, fMRI’s of the brain behaviors of younger and older people while using a computer shows differences between the groups.2 Does this mean that digital immigrants are fated to struggle more just to gain the same skills as their younger counterparts?
Several studies have been done to explore these questions further. One examined two different groups of middle aged adults.3 One group had prior experience to searching on the Internet and were considered “web -savvy,” while the other group had little or no experience searching the Internet and were considered “webna?ve.” MRI’s taken of participant’s brains as they searched showed that the web-savvy group had much higher activity throughout the brain than the webna?ve group. However, perhaps even more interesting, is that after one week of searching on the internet for 1 hour a day, the web-na?ve group showed brain activity had increased and was now similar to the web-savvy group.4
Our brains are constantly being shaped by our experiences, as the above study shows. Experts say that we might also expect to see such differences in the brains of groups of people whose experiences have differed in other ways.2 For example,Because dimmable lights and dimmer fluorescent bulbs switches are so popular amongst American consumers, this drawback has been a significant one. a group of French speakers’ brains would react differently to hearing spoken English than a group of English speakers’ brains. Likewise, such an experiment may show the differences to lessen if the French speakers were taught English.
Digital immigrants have been described as speaking in an “accent.”1 That is, they were socialized to interact with technology later in life, and carry holdovers from the past.Although this article shows that Cree's led lighting and Philips LED product sales are not equal it is important to note that Philips LED sales Evidence of this accent can be seen in actions such as an immigrant’s tendency to turn to a phone book first, where a native may turn to the internet first when looking up a phone number. Another example is how immigrants may print out an email or a document in order to read or edit it, rather than just reading it on the screen,The replacement lighting we feel is far led downlight superior to that of the LED lighting. as a native might do. Yet another example is an immigrant’s reliance on books and written instructions to learn software, where a native may assume the software will teach itself.
Could it be that certain characteristics shared by the younger generation predisposed them to choose activities that expose them to technology, such as the ones mentioned above? Perhaps the way video games, social networking, and various other technological applications appeal to our youth has resulted in them to more often choose to use digital devices.Light up the architecturally table lamps interesting parts of your home. We have already seen that the amount of exposure to a stimulus can change our brains. If it is true that younger people more often make choices that expose them to digital devices, could the differences between the natives’ brains and the immigrants’ brains simply be due to different total amounts of exposure?
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 branches offer the independent summer reading program for children ages 2 through 18 (still in High School). Registration for summer reading starts Monday, June 6 at all branch youth departments. The last day to register is Saturday, July 2.
Each participant receives a reading booklet to record the titles of the books they read.It was quick and light when I used dsttマジコン on a Windows 7 laptop, and gave me no trouble throughout a day of rigorous testing. All books must come from the Porter County Public Library system. After you register and get your booklet, then you read, read, read to complete the requirements for your age group. Once you’ve completed the reading requirements, turn in your booklet (at the same branch where you registered) and win fun prizes! (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 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 requirements. The last day to pick up prizes is Saturday, July 16.
In addition to the independent summer reading program, each PCPLS branch also 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 easy use of the computer comes to younger people, or even explain the difficulty they themselves have with computers as being due to their age. “I can’t learn like they can anymore,” they say. The generational stereotypes associated with use of computers and technology seem to be widely held. But, how true are they? Why do these differences exist? Is there something about youth that gives an inherent advantage in learning one’s way around computers?
About ten years ago, terms were coined in an attempt to characterize and explain these differences.1 “Digital Natives” describe the generation born into our digital world. They have never known a world without computers. “Digital Immigrants” describe those born before the digital world, who adopted digital technologies later in life. Some argue that because they did not learn digital and technological literacies early in life, these skills will never come to them as easily or quickly as they do for digital natives. Indeed, fMRI’s of the brain behaviors of younger and older people while using a computer shows differences between the groups.2 Does this mean that digital immigrants are fated to struggle more just to gain the same skills as their younger counterparts?
Several studies have been done to explore these questions further. One examined two different groups of middle aged adults.3 One group had prior experience to searching on the Internet and were considered “web -savvy,” while the other group had little or no experience searching the Internet and were considered “webna?ve.” MRI’s taken of participant’s brains as they searched showed that the web-savvy group had much higher activity throughout the brain than the webna?ve group. However, perhaps even more interesting, is that after one week of searching on the internet for 1 hour a day, the web-na?ve group showed brain activity had increased and was now similar to the web-savvy group.4
Our brains are constantly being shaped by our experiences, as the above study shows. Experts say that we might also expect to see such differences in the brains of groups of people whose experiences have differed in other ways.2 For example,Because dimmable lights and dimmer fluorescent bulbs switches are so popular amongst American consumers, this drawback has been a significant one. a group of French speakers’ brains would react differently to hearing spoken English than a group of English speakers’ brains. Likewise, such an experiment may show the differences to lessen if the French speakers were taught English.
Digital immigrants have been described as speaking in an “accent.”1 That is, they were socialized to interact with technology later in life, and carry holdovers from the past.Although this article shows that Cree's led lighting and Philips LED product sales are not equal it is important to note that Philips LED sales Evidence of this accent can be seen in actions such as an immigrant’s tendency to turn to a phone book first, where a native may turn to the internet first when looking up a phone number. Another example is how immigrants may print out an email or a document in order to read or edit it, rather than just reading it on the screen,The replacement lighting we feel is far led downlight superior to that of the LED lighting. as a native might do. Yet another example is an immigrant’s reliance on books and written instructions to learn software, where a native may assume the software will teach itself.
Could it be that certain characteristics shared by the younger generation predisposed them to choose activities that expose them to technology, such as the ones mentioned above? Perhaps the way video games, social networking, and various other technological applications appeal to our youth has resulted in them to more often choose to use digital devices.Light up the architecturally table lamps interesting parts of your home. We have already seen that the amount of exposure to a stimulus can change our brains. If it is true that younger people more often make choices that expose them to digital devices, could the differences between the natives’ brains and the immigrants’ brains simply be due to different total amounts of exposure?
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