Deconstructing Digital Natives
Young People, Technology and the New Literacies
Bibliographic Data
| ID | 2708402 |
|---|---|
| Authors | Delbert S Elliott (0000-0001-7386-8896, corresponding author), D Elliott |
| Year | 2013 |
| Volume | 67 |
| Issue | 4 |
| Pages | 510-512 |
| Publication date | 2013-10-01 |
| Open Access | No |
| Type | BOOK |
| Venue | ELT Journal (JOURNAL) |
| Journal identifiers | ISSN: 0951-0893 • E-ISSN: 1477-4526 |
| Publisher | Oxford University Press (PUBLISHER • GB) |
| DOI | 10.1093/elt/cct046 |
| OpenAlex | W2006162416 |
| Language | EN |
| Citations received | 21 |
A good metaphor can be very seductive. By applying familiar frameworks and terminology to abstract and difficult concepts, we can more easily make sense of them. However, there is a danger that the metaphor will begin to affect our understanding of the underlying theories—that the vehicle will overtake the tenor—and that we will alter, adjust, or somehow twist our ideas in order to fit them in to metaphor we have constructed. The simplification of challenging ideas is both a strength and a weakness of metaphor. When Marc Prensky first coined the term ‘digital native’ (and its corollary ‘digital immigrant’) in 2001, the analogy seemed apposite. Rapid advances in technology seemed to have widened the generation gap. Kids were thinking differently, learning differently, and according to Prensky, they were even wired differently. Thus the idea of a digital landscape populated by ‘natives’, who understood the culture perfectly and innately, and ‘immigrants’, who would always have an accent, took hold. Educators and educational institutions needed to change to meet the needs of a generation quite unlike any that had gone before. In 2001, Google was just a couple of years old, Wikipedia had just launched, and YouTube and Facebook did not exist. With that in mind, in the ten years between the publication of Prensky’s original article and this collection, one might expect the trend to have become even more pronounced. However, the message that reoccurs throughout this book, from writers and researchers working in a variety of contexts across the world, is that things are not as straightforward as they may have first appeared.
Digital culture · Digital native · Media studies · Sociology · World Wide Web · Child Development and Digital Technology · Computer Science · ICT in Developing Communities · Literacy, Media, and Education
Getting ready for Generation Z students - considerations on 3D printing curriculum
Cultural Mistrust and Social Media Relationships
Children’s pedagogic rights in the web 2.0 era
Intuitions about the Digitability of Religion among Transnationally Rooted Digital Natives in Switzerland
Aprendizes de língua inglesa e seus usos de tecnologia
Media experiences in community-driven rural areas
Historical Semantics of the Class Concept in Academic Literature
Non-Economic Structure of Consumer Sentiments
Charisma and Everyday Life in the Economic Field
Do Subsidized Rice and Conditional Cash Transfer Programs Affect Poor Households' Food Consumption Expenditures? A Difference-inDifferences Approach
Digital Capitalism and Distributive Forces (excerpt)
Measuring Corruption in the Irkutsk Region
Literacia digital e tecnologias criativas
The third digital divide and Bourdieu
Technological capital and digital divide among young people
Changing lifestyles through generations
Instrumentalising the digital
Digital natives in the scientific literature
How smartphone use becomes problematic
The Use of Information Communication Technologies in a South African Deaf Older Adult Population Living in a Residential Care Home to Communicate with Emigrant Family Members
Cyberbullying among youth
| Unique citing works | 21 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2012 - 2025 (14) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |