Generation Y as Public Library Users - Term Paper Example

Literature Review Generation Y as Public Library Users Name Course Name and Code Instructor’s Name Date Abstract This research paper is dedicated towards presenting different research studies and their findings with regard to the information seeking behaviour of the Generation Y. The main objective for this study is to determine how Generation Y members use public libraries. For instance, paper provides a greater understanding as to how young adults seek and interact with information and the online environment. The paper will provide intensive and comprehensive information describing the characteristics and behaviour of this generation. Similarly, the paper explains the main understanding of Generation Y theory. Similarly, there are various studies that have refuted the claims made by Generation Y theorists; for this reason, the paper explains these studies. Table of Contents Abstract 2 Table of Contents 3 Introduction 4 Generation Y 4 Foundation of Generation Y 6 Generation Y and Internet 7 JUBILEE Project 9 Conclusion 9 References 10 Introduction Information is regarded as the backbone of the global economic development; the current world generation is largely associated with information-seeking characters. Globally, the main discussion with regard to information is vastly centred on the need for teachers together with educational administrators to re-strategize on how the current young generation should be catered for and educated within their learning environments that comprise of both traditional and e-learning components. Some studies have established that the current generation only prefers using information technologies to enhance their learning experience across all educational areas including learning resources, curriculum delivery as well as classroom assessment practices. It is important to note that educational skills and knowledge should be instilled in the current young generation using a combined approach using both technology and classroom practice. This is mainly because how young people play, work and view the world is not as it used to be in the 20th century. This paper is wholly centred on the different literature reviews that try to understand how young adults seek, interact and use information and the online environment as an important initial step in developing strategies for preparing them for higher educational levels in their lives. Generation Y Generation Y or Net Generation is those individuals with extensive knowledge in relation to using technology due to the fact that they have a wide exposure to the internet coupled with the continued technological change. According to the Generation Y theory, the members have various attributes and skills that distinguish them from the previous generations. They have vast abilities of accessing information through the internet as well as through other electronic resources; this has empowered Generation Y members to have a great knowledge base thus fostering their abilities to question and critique information. Similarly, according to Tapscott (1998), due to their exposure to massive information and knowledge online, generation Y members are socially active, responsible and discerning users of information, and more importantly, they are always preoccupied with free expression and strong views. The main reason as to why Generation Y uses public libraries across is the fact that these libraries are well equipped with computers together with internet access. According to the Pew internet study, found out that Generation Y users go to public libraries for problem solving due to easy access to computers and the internet. Some researchers have regarded these libraries as rooms for infinite diligence. Their abilities of using technology and accessing the internet help to access relevant information. However, it is important to note that the internet is not a resource that most satisfactorily provides answers to all issues. Various studies have been conducted with regard to this topic and vast information generated. In accordance with the above, Generation Y Members fully understand what they want and are digitally sound as well as equipped with relevant digital literacy skills; they are also intuitive visual communicators with strong visual-spatial skills and hence can readily integrate the virtual with the real world (Oblinger & Oblinger, 2005). In the same line of discussion, Generation Y members are exploratory learners, and for this matter can develop skills that empower them to retain information as well as use it for innovative purposes. For instance, students of this Net Generation feel that understand how to search and find valid information on the internet (Oblinger & Oblinger, 2005). Additionally, their abilities to multitask, craving for connectivity, coupled with social engagement as well as the ability and a propensity to use various technologies allow this generation to access and communicate with a wide range of users. Due to this, they are exposed to a wide range of ideas and cultural differences, which in turn lead them to be more socially inclusive (Tapscott, 1998; Dorman, 2000). The previous generations, social commitments mainly relied on taste in fashion, music, personal values and attitudes to work, politics and leisure to determine the generational boundaries; Generation Y attributes and characteristics comprise of sophisticated technological skills set. For instance, this generation is associated with being tech-savvy, web-savvy and are said to be supper users of technology. With regard to this, the current students are assumed to have extended levels of information proficiency particularly when seeking this information through the internet and other electronic sources. Foundation of Generation Y The initial and basic foundation of Generation Y theory is the claim that familiarity with technology is the recipe for efficient and effective use of it and thus the achievements are only applicable to a specific group of people who are raised in a technological sound era; this is not true. Critiques of this theory have established that it ignores the real nature of technology; technology changes within a short period of time, which in turn produces a complex, and sophisticated technological landscape, which is highly populated by both old and new forms of information, and technology, which demands multiple skills, interrogate and interpret it successfully. This reasoning disqualifies Tapscott’s allegations that Generation Y members have massive abilities to access and use information due to their abilities to access and use the internet. In the same line of discussion, Case (2002) also established that Generation Y theory contradicts the traditional information theory, which contends that information seeking behaviour is a complex activity that is affected by educational, cultural and social contexts. In addition to this, schools and public libraries suggest that despite the description that young people actively use technology, they do not use in a manner described by Generation Y theory. Investigations into how Generation Y members use technology for information seeking have disqualified the intuitiveness of this generation and their capability to use electronic resources to find information. Generation Y and Internet The longitudinal studies with regard to how the internet is used together with the information seeking behaviour of young people like the UK Children Go Online (UKCGO) and the American Pew and Internet & American Life Project have found that Generation Y theory actually does not have all the answers. For instance, the UKCGO established that there are significant inequalities in accessing the internet particularly for those who try to access it at home. Similarly, the study established that, despite Generation Y members being confident and excellent online skills than the old generation, a substantial number agree that they are not well conversant with how to use the internet. In order to anchor these findings, the research conducted in the educational contexts where information seeking behaviour of students from various schools and involving different age groups were investigated. Branch (2003) found out that students need specific instructional interventions in order to develop effective information skills. The PEW Internet & American Life Project on the other hand, studied how teenage Americans use technology; they established that while internet users felt comfortable using search engines and satisfied about their outcomes only few have excellent knowledge about them or are able to use the advanced search strategies. Fallows (2005) also allude that, they trust search engines and the information provided. Similarly, regardless of the users having little or minimal abilities to use search engines, they are confident in using search engines to find information. According to this study, it was found out that, once the teenagers find the information they are looking for they have a habit of relying on a single source of information (Fallows, 2005). The PEW Studies also discovered that the majority of teens prefer communicating with friends on the internet rather than strangers. The JISC Usage Survey Trends: Trends in Electronic Information Service (JUSTEIS) is another research study that established that young people heavily rely on search engines to access information. In accordance with JUSTEIS research, it was established that students as well as other academicians used electronic journals as well as specialist electronic information services frequently (Griffiths, 2003). In this regard, students tended to navigate websites by following links through clicking on them rather than using sophisticated search strategies. Martzoukou (2004) and Fidel et al. (1999) further expounded on this topic, for instance, they established that students use landmark websites; favourite websites as their starting points for any search. Furthermore, they frequently use the back button to navigate. Accordingly, Sandvig and Baiwa (2004) established that University students prefer using browsing or hyperlink methods over search and other hybrid searching methods. The research conducted by Scott and O’Sullivan (2005) established that a huge number of students lack cognitive skills for navigating the internet. In most cases, they surf the internet using search engines like Google in order to get quick results. JUBILEE Project The JUBILEE project that was conducted by Banwell and Gannon-Leary (2000) also found out that students rarely use the Boolean Logic to enhance their search strategies and are not interested and not willing modify or improve their current information seeking behaviour patterns. Lack of information and skill together with lack or information evaluation skills was also found to be a major obstacle for internet researchers. The reliance on the internet together with poor information search skills coupled with lack of logical information evaluation tactics exhibits issues of poor internet or information literacy skills. The JUBILEE research project also established that possession of basic IT knowledge and skills cannot fully translate into the user having comparable information handling skills (Coulson, Ray & Banwell, 2003). Another significant finding of this research is that some students were confused about the quality of academic resources and ended up failing to get relevant information using the electronic information services or the internet. Conclusion In conclusion, while young people actively use the internet in current technological settings, they do not use it a manner described by Generation Y theorists. For instance, this theory support the notion of a generation of independent learners preoccupied with free expression as an outcome of being exposed to a large amount of information on the internet. Furthermore, the theory alleges users are predominantly visual learners who know and understand what they want and have greater digital skills. Moreover, they are intuitive visual communicators and strong visual spatial skills and readily integrate the virtual with the physical world. They are also experiential learners who like multitasking with superb information evaluation skills that allow them to secure authenticity of the information they use. In accordance with this theory, users are socially elusive communicating with a wide range of users thus allowing to massively impact on social change. Generation Y members singularly visit public libraries because they are well equipped with computers and have internet access. Contrastingly, some large-scale research with regard to this has refuted Generation Y attributes confirming that the characteristics of members of this generation are perceptions rather than reality. References Banwell, L. & Gannon-Leary, P. (2000). Monitoring User Information Behaviour in the Electronic Age. OCLC Systems and Services, 16 (4) Case, D.O. (2002). Looking for information: A survey of research on information seeking, needs and behaviour. California: Academic Press. Coulson, G., Ray, K. and Banwell, L. (2003). The need for a converged approach to EIS provision? Evidence from the JUBILEE Project. Library Review, 52(8/9) pp. 438-444. Dorman, S.M. (2000). Implications of growing up digital. Review of Tapscott’s Growing up Digital. The Journal of School Health, 70(10) pp. 420-422. Fallows, D. (2005) Search Engine Users, PEW Internet & American Life Project. Accessed November 2013 at: http://www.pewinternet.org/ Fidel, R., Davies, R.K., Douglass, M.H., Holder, J.K., Hopkins, C.J., Kushner, E.J., Miyagishima, B.K. & Toney, C.D. (1999) ‘A Visit to the Information Mall: Web Searching Behaviour of High School Students. Journal of the American Society for Information Science, 50 (1). Griffiths, J.R. (2003). Evaluation of the JISC Information Environment: Student Perceptions of Services’ in Information Research, 8 (4), paper no. 160. Accessed November 2013 at: http://informationr.net/ir/8-4/paper160.html . Martzoukou, K. (2004). A Review of Web Information Seeking Research: Considerations of Method and Foci of Interest. Information Research, 10 (2) Oblinger, D. & Oblinger, J. (2005). ‘Is it Age or IT: First Steps towards Understanding the Net Generation’ in Oblinger, D. & Oblinger, J (Editors), Educating the Net Generation. Accessed November 2013 at: http://www.educause.edu/ Sandvig, J.C., & Baiwa, D. (2004). Information seeking on university web sites: An Exploratory Study. The Journal of Computer Information Systems, 45 (1) pp. 13-23. Scott, T.J. & O’Sullivan, M.K. (2005). Analyzing student search strategies: Making a case for integrating information literacy skills into the curriculum. Teacher Librarian, 33 (1) pp. 21-25 Tapscott, D. (1998) Growing up Digital: The Rise of the Net Generation. New York: McGraw-Hill Read More