(shouldn’t this be *wire­less* teens??)

Linda Stone:

youth pat­terns show us where things are going
anil dash said email isn’t used by the 20-year olds at Six Apart (they use Basecamp)

right now we’re doing what the com­puter does well and we haven’t fig­ured out what to make the com­puter do to enhance our lives, which we will crave the more noise we have in our lives

“con­tin­u­ous par­tial atten­tion for con­tin­u­ous par­tial friend­ship” (which Liz and Lili took issue with — it’s not par­tial friend­ship to them!)

an inter­est in pres­ence says I want ground­ing on where I am

Anas­ta­sia Good­stein — http://ypulse.com/

wrote a book for par­ents about what teens are doing
new gen­er­a­tion gap
some of the ques­tions she gets asked by par­ents
– “will they lose their social skills?“
– “will they take this stuff down, can it go away?“
– “how can recruiters and oth­ers see my kid’s pro­file if it’s private?”

when is it okay to take someone’s pic­ture and put it online?
the other big chal­lenge is set­ting lim­its when kids have

pow­er­ful ten­den­cies to stay con­nected 24/7
teens will migrate (they left Xanga when adults found it)
growth in vir­tual worlds
blur­ring of wall between mar­ket­ing and adver­tis­ing
need for mar­ket­ing literacy

wid­get explo­sion — teens have always dec­o­rated their rooms, lock­ers, shoes, etc.; now hav­ing a vir­tual space means trick­ing it out

glit­ter­text

social media @ school
mtv did a study where they took away the inter­net for a week and then asked them what they missed most about it; answer was they couldn’t do their home­work
most schools are very reac­tive right now

gen­er­a­tional dif­fer­ences at work
more struc­tured grow­ing up, so need struc­ture in work
need more feed­back and input
not doing sum­mer jobs but doing ser­vice that will help them get into col­lege
how can we help young peo­ple man­age their online rep­u­ta­tions and learn appro­pri­ate tech­nol­ogy use?
how can we teach infor­ma­tion lit­er­acy, cred­i­ble sources, and mar­ket­ing lit­er­acy?
how can we get par­ents and teach­ers caught up?
how can we deliver con­tex­tual resources to teens “in trou­ble” online

Ste­fana Broadbent

look­ing for oppor­tu­ni­ties for con­ver­gence
vis­ited 250 house­holds each year in Switzer­land
75% of Swiss teens are appren­tices; at the age of 16, there is a strong selec­tion process that decides which kids go on to fin­ish higher edu­ca­tion; the rest go into appren­tice­ships 4 days a week and school 1 day a week

stefana’s group col­lects time­lines of days; showed an exam­ple of kids with the same time­lines (sched­ules) as their father
these kids are using all of the “youth” chan­nels
the group also col­lects the kids com­mu­ni­ca­tion diaries (on paper) where they jot down every inter­ac­tion for pro­fes­sional activities

adults have found spe­cial uses for each chan­nel
– fix phone: the Col­lec­tive Chan­nel
– Mobile voice: the Micro Coör­di­na­tion Chan­nel
– SMS: the Inti­mate Chan­nel
– Email: the Admin­is­tra­tive Chan­nel
– IM: the Con­tin­u­ous Chan­nel
– Social Net­work­ing Sites: the Chan­nel for Weak Ties

teenagers have the same pat­tern with the excep­tion of SMS and IM, which are flipped: SMS is the Micro Coör­di­na­tion Chan­nel and IM is the Inti­mate Chan­nel
– some shift between writ­ten chan­nels — from SMS and email to

IM
– slightly less usage of mobile phone chan­nels teens like to use
– IM is their main com­mu­ni­ca­tion chan­nel, includ­ing on mobile

devices
– mobile phone is pre­ferred for last minute coör­di­na­tion and

longer con­ver­sa­tions

chan­nels teens use but don’t like
– email is prac­ti­cally nonex­is­tent (used for con­tacts with school admin­is­tra­tion and older peo­ple), is per­ceived as asyn­chro­nous and there­fore not inter­est­ing for main­tain­ing daily con­tacts
com­pared to other coun­tries, Swiss teenagers are more mul­ti­modal; they are just as mul­ti­modal as 25–35 year olds

use of social net­work­ing sites is lim­ited to sup­port­ing “usgang” (means “going out”)
– heav­ily con­nected to par­ty­ing and going out — as a sou­venir, as a way of find­ing peo­ple or mild flirt­ing
– a space where you can share pic­tures
– not a space where you com­mu­ni­cate with friends

com­mu­ni­ca­tion with friends is still on IM and the mobile phone
their real buddy list is their IM buddy list

is teens’ social online behav­ior affected bybe­ing in an adult work envi­ron­ment?
do you need to share a lot of daily activ­i­ties such as going to school together to really hang out with them online in the “third space?“
are online spaces a con­tin­u­a­tion of school envi­ron­ments?
how much daily con­tact do you need to feed your online pres­ence?
asso­ci­a­tions, clubs, etc. are the envi­ron­ments where teenagers that work, share com­mon activ­i­ties
impor­tance of shared con­text
“The Way We Really Are” book by a soci­ol­o­gist
teens in Switzer­land are get­ting an adult, pro­fes­sional role

long before teens in the U.S.

Sean Kelly — Zoodaloo

small com­pany with staff spread out
using Basecamp’s chat chan­nel every day, all day
no cor­po­rate stor­age — it’s all on basecamp

most folks who have a webkinz got it from a female and they use it to stay in touch with kids
casual gam­ing and sto­ry­telling
ani­mal avatars are the most pop­u­lar right now
secret codes and the abil­ity to find out infor­ma­tion you can

use socially (like how to skip when walk­ing)
kids cre­ated a code of num­bers in club pen­guin that only they

knew, so cp turned off the abil­ity to type in num­bers
sites popped up with Club Pen­guin Cheat Codes
kids want to believe that every­thing in the world is interactive

Mike D’Abramo — youthog­ra­phy (mar­ket­ing company)

did 200 focus groups, 120 stud­ies, on 120,000 youth

youth is a dif­fer­ent atti­tude than it used to be — it’s a way to expe­ri­ence your life, not a num­ber
the 4 x 5 fac­tor = the 10–29 group divides into four equal five-year cohorts (10–14, 15–19, 20–24, 25–29)

self-reliance
21% of youth live in a house­hold with no borthers or sis­ter (so online with friends)
fam­i­lies aren’t tra­di­tional any­more, over 11% of Amer­i­cans were born else­where
if you don’t under­stand immi­grants, you’re miss­ing out on 1 in 10 peo­ple (1 in 5 in Canada)
my down­time at home
even when kids go to col­lege, they may not be leav­ing home
at a younger age, you’re tak­ing a cer­tain num­ber of adult respon­si­bil­i­ties, but at an older age you’re stay­ing home longer, post­pon­ing mar­riage, etc.
“role­less­ness” — if you can stay at home until you’re 29, you do because it’s cheaper, etc.
– “pro­longed pre-adulthood“
you start becom­ing an adult very young, but you don’t really do

it until a much later age
there are many things young peo­ple do, but they do them dif­fer­ently at dif­fer­ent ages
younger peo­ple wanted to be like older peo­ple — now it’s going both ways

fewer sib­lings at home = greater reliance on friends
sin­gle par­ent house­holds = greater self-reliance
bal­anced demogr­pahics = lifestyle shar­ing
immi­gra­tion = clour blind­ness and diver­sity
six-pocket syn­drome = more as-needed cash
==> it’s not only the cul­ture chang­ing, it’s the people

trends:
– inte­gra­tion cul­ture: used to be in tribes, a way of cre­at­ing iden­tity at school; now, though, young peo­ple aren’t being cat­e­go­rized so eas­ily now; no longer so easy to define
kids grew up in a world where this wasn’t nor­mal
– hedo­nor­mal­iza­tion: things that are self-indulgent and make us feel good are part of our expe­ri­ence
now have phar­ma­cul­ture, talk about sex frankly, explod­ing influ­ences, infor­ma­tion, stan­dards have cre­ated a larger

cul­ture of gen­eral per­mis­siv­ness, gam­bling on TV
– rehu­man­iza­tion: not a back­lash against tech­nol­ogy, but idea that we want to get back to some­thing more authen­tic
the ipod is very iso­lat­ing, but we make it social (playlist play­offs); tak­ing an inti­mate item and turn­ing it into a social expe­ri­ence
the return and rise of rock n’roll over the last few years, com­fort food, nat­ural food

on the hori­zon:
– greater con­cern for pub­lic health (espe­cially kids’ health)
– orga­ni­za­tions with multi­gen­er­a­tional work­places need to have all staff get along
– pri­vacy issues grow, espe­cially with regards to data mining

social net­works and loy­alty cards
– busi­ness mod­els: dis­trib­uted mod­els for mass own­er­ship of busi­nesses at a low cost threshold

we need to think about the peo­ple and the cul­ture as much as you think about the prod­uct or ser­vice
– how do we reach new immi­grant pop­u­la­tions with tech­nol­ogy?
– how do the neg­a­tive effects of these trends get blamed on the tech­nol­ogy itself and what can we do to mit­i­gate this?

Fiona Romeo — Children’s Dig­i­tal Lives: Risk Sce­nar­ios 2014

social play cre­at­ing codes that would be adapted when banned
“dic­tio­nary danc­ing” (Club Penguin)

“Watch­ing You, Watch­ing Me” sce­nario from the BBC
low fear, cen­tralised, dig­i­tal assis­tance with life
“Pay­ing to Play on the Multi­net” — high fear, decentralised

dig­i­tal life, free mar­ket deliv­ers branded enter­tain­ment
“Left to Their Own Devices” — high fear, decen­tralised digital

assis­tance with life, gadget-enabled socia­bil­ity and play

reduced scope for play (which means explo­ration)
increas­ingly insti­tu­tion­al­ized time
peo­ple over­es­ti­mate risks in sit­u­a­tions they can’t con­trol and they under­es­ti­mate them in sit­u­a­tions where they do have con­trol
over­es­ti­mate on issues dis­cussed in the news, too
there aren’t many des­ig­nated play places in the world
fewer chil­dren cycle to school any­more — they get dri­ven to school
nowhere to let mind roam freely
kids don’t feel wel­come in places like shops

showed lat­ter two sce­nar­ios
adver­tis­ing may be the great­est risk to kids in the “pay­ing to play” sce­nario; specter of an ad-based youth mobile net­work in the UK; Dis­ney track­ing phones; ban­ning of free ads there

children’s mobil­ity and mon­i­tor­ing
mobile phones are the new bicy­cles, as they are giv­ing chil­dren more free­dom and range, per­sonal and portable, increas­ing in inter­ac­tiv­ity
let par­ents mon­i­tor from a distance

kids expect things like fin­ger­print­ing in school and believe they have noth­ing to hide but go “nuclear” when you talk about par­ents mon­i­tor­ing their phones
ongo­ing dia­logue between par­ents and kids
no need for con­stant updates any­more; par­ents and kids nego­ti­ate the num­ber of updates

most par­ents aren’t aware of internet-capabilities on the phone

dis­cus­sion from questions

in Switzer­land, find­ing that 80% of the calls are to 4 people

most peo­ple hold their breath when they down­load email
con­tin­u­ous par­tial atten­tion and not breath­ing as a phe­nom­e­non means your per­sonal CO2 level goes up
peo­ple over-breathe when on the cell phone
food and sleep issues, too (some don’t eat until they get home at 3:30; stay­ing up late and not sleeping

http://www.whateverlifemagazine.com/

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