3.2_Hoffman_Notes

Considine, David, Julie Horton, and Gary Moorman. "Teaching and Reading The Millennial Generation Through Media Literacy." Journal Of Adolescent & Adult Literacy 52.6 (2009): 471-48.
 * "today's teenagers bring to school a rich and different set of literacy practices and background that is often unacknowledged or understood by educators. As always, it is the responsibility of today's educators to build a bridge between the knowledge students have and the content that they need to learn to be successful inside and outside of school" (471).
 * "Media literacy has been broadly defined as the ability to access, analyze, evaluate, and effectively communicate in a variety of forms including print and nonprint texts" (472).
 * "To prepare today's students to succeed in the 21st century, educators must begin to address the complex, high-tech media environments that are part of everyday life. This involves understanding what media and technology do // to // today's young people along with the equally intriguing issue of what they do //with// it" (472).
 * " Millennials have access to more information that any in history" (472).
 * "These technologies have created an increasingly complex environment that Millennials must navigate. In addition, their extensive use of ICT often creates a false sense of competency, as well as the misperception among many adults that contemporary youth are 'media savvy'. Hands on is not the same as heads on" (472).
 * "Because computers and the Internet have generally been part of today's adolescents' home and school lives, Prensky termed them //digital natives//. Digital natives are fluent in the language and culture of ICT, adjusting easily to changes in technology and using ICT in creative and innovative ways. Digital immigrants, those born before the rapid infusion of digital technology, always speak with an accent and struggle to learn and apply new ICT" (473).
 * "Digital natives seem to have boundless interest and curiosity about emerging technologies" (473).
 * "The report makes the case that Millennials are more likely to use the new technology as a means of communicating with their friends and peers, contrary to commonly held attitudes of their elders" (473).
 * "The result is a failure to build a bridge between the technological world Millennials live in and the classrooms we expect them to learn in. Such restrictions are almost always justified by claiming that they are intended to protect students. Such protection, however, well-intentioned, actually fails to prepare young people by not providing the adult supervision and guidance that many of them would benefit from during their online encounters" (473).
 * "electronic media have the potential to negatively influence impressionable children and teens, but more importantly, they can be harnessed for good. Developing media literacy skills, they wrote, 'deserved widespread consideration in schools and community organizations as an essential part of becoming a well-educated citizen" (474).
 * "Explicit instruction in media in good practice for at least two reasons, First, students who can easily comprehend and master the meaning of printed texts may not be equally adept to comprehending images, sound, or multimedia texts" (474).
 * "Media literacy focuses attention on media audiences, viewing young people as both consumers and creators of media messages" (475).
 * "Media literacy recognizes the pleasure they derive from media texts beyond the classroom and values their exposure to popular culture texts as an important part of who they are as individuals" (475).
 * "the 'Google generation' can access materials but their ability to process those texts was somewhat limited. Online search strategies of this age group are characterized as 'skimming and squirreling behavior' (475).