In “Techno-Savvy or Techno-Oriented: Who are the Net Generation?”, author Barbara Combes examines the way in which the latest advances in computer technology is changing the way in which educators teach and students learn. Summarizing research and popular literature about the way the “Net Generation” (i.e. young adults who are incredibly tech- and web-savvy) absorbs information, Combes suggests directions for future research and offers a plan for libraries to become leaders in directing this new generation to greater learning. Responding to this article, I found it incredibly informative and even-handed in the way it treated the Net Generation; the author accepts and attempts to understand the way they learn, instead of doom-saying and fearing these changes.
The outlook Combes has toward the Net Generation is one of the most gratifying components of the article. Combes accepts as fact that technology, as it always has, changes how new generations learn and think about the world: “For students growing up in the Net Generation, information seeking is a complex cognitive, physical and social behavior that requires proficiency in a wide ranging set of skills that is constantly evolving” (Combes 2006, p. 2). Furthermore, by studying each characteristic that sets the Net Generation apart from the previous ones, Combes underlines the advantages that technology has given this generation. These attributes contribute to a generous and fair assessment of their subjects, embracing their differences instead of fearing them.
Combes’ level of research is comprehensive and well-organized. It was very easy to follow each new category of studies and their focuses, as well as Combes’ succinct yet informative review of the research body. The implications of the research are also quite opportunistic and positive toward technology, to which I responded positively. Taking the changes of the Net Generation as fact, Combes wishes to inform readers and educators of the changes that may be to come with the Net Generation, and how to apply this to education. Focusing their efforts on Library and Information Science educators, Combes manages to paint a broader picture of the importance of library science and the need to bolster resources: “For Australians to become smart information users in the global knowledge economy, public and community perceptions of the role of libraries in society and the profession as a whole needs to change” (Combes 2006, p. 10).
Because of these factors and more, I was very pleased to read Combes’ article about the Net Generation. The article allowed me to understand the facts of technological advancement, and the way education must change because of it. Combes covers the material comprehensively, and is open-minded about the evolving nature of technology and how it applies to students and educators alike.
CHECKLIST:
1) My introductory section has the full topic of the reading, the full and exact title of the reading, and the full name of the author.
2) My thesis statement does cover my positive response to Combes’ essay.
3) I attempted to make my responses as honest and accurate as possible.
4) I state each of my responses clearly.
5) I characterize my responses in clear and exact terms.
6) I used quotes from the text whenever possible to make specific reference to what I liked or disliked about the essay.
7) I give appropriate explanation for my response through the source text material.
8) I take one response at a time and write through it in detail.
9) I believe my language is accessible and clear in my intention.
10) All of my responses fit clearly with the thesis.
11) My word choice has been verified to be accurate and clear.
References
Combes, B. (2006). Techno savvy or techno oriented: Who are the Net Generation? Proceedings
of Asia-Pacific Conference on Library and Information Education and Practice. Pp.1-10.
