Digital+Natives+-+The+impact+of+technology+on+Gen+Y.

Name: Julia Finnane Student number: n5448867 Tutor: Sarah Jordan Tutorial: Thursday 4-5pm

DIGITAL NATIVES: The impact of technology on Gen Y media type="youtube" key="8UouP8cRYZ8" height="373" width="671" align="center" (Sonny Side Videos, 2010) ** The Artefact ** “You need to get off facebook” is a YouTube video written and presented by Ross Gardiner. Ross is 24 years old (placing him right in the middle of Gen Y) and lives in Seoul working as an English teacher. In the style of Bob Dylan’s “Subterranean Homesick Blues”, Ross stands on a busy street and flips through a series of cards that explore the effects of Facebook on our identity, relationships, language and self-esteem. As well as his words, Ross’s animated facial expressions portray the antipathy he feels towards Facebook, and the somewhat exhausting effort it takes to compute the trivial information people share online. The video is accompanied by a song called “Marching the Hate Machines (Into the Sun)” by The Thievery Corporation, which addresses themes of judgement and insecurity. ** The Public Health Issue ** Generation Y, or the Digital Natives, comprise 20.5% of the Australian population (McCrindle, 2010). They are the first generation to have been brought up with the internet and online technology and media is now integrated into every part of their lives. The Australian Government report on media and communication found a correlation between high levels of media consumption and poor health outcomes such as mental health concerns and overweight and obesity (Australian Communications and Media Authority, 2007). Gen Y have been fast to embrace the world of social networking. The latest statistics from Facebook claim 800 million active users, more than 50% of who log on every day (Facebook, 2011). While Facebook is the most popular of the social networking sites, there are countless others such as Twitter, MySpace and Linked In. These websites have contributed to fundamental changes in the way we communicate, and we must look at how these changes are affecting Gen Y’s identity, social world, and most importantly, their wellbeing.

** Literature review ** As young people spend increasing amounts of time engaged in online communication, there is concern that they risk becoming disengaged from their families, friends and offline communities (Australian Government Office for Youth 2009). This review will examine the effects of internet based communication on Gen Y, primarily focusing on social networking sites. Social networking sites can be defined as internet based services that allow users to “ (1) construct a public or semi-public profile within a bounded system, (2) articulate a list of other users with whom they share a connection, and (3) view and traverse their list of connections and those made by others within the system” (Boyd & Ellison, 2008).

In a focus group study exploring Gen Y’s motivations to join social networking sites, the participants cited reasons such as entertainment, the need to belong, information and identity (Gangadharbatla, 2009). Some of these reasons, such as entertainment, information and identity, are common to the adoption of other media sources. The need to belong, however, seems to be a factor specific to social networking sites (Gangadharbatla, 2009). Participants explained the need to constantly check their friends profiles, and felt that if they stayed away from social networking sites for too long they felt out of the loop and uninformed ( Gangadharbatla, 2009).

Social media researcher Danah Boyd has spent extensive time conducting ethnological research about the way young people interact with social networking sites. In her research she has found that young people see their peers on social networking sites as an audience, and that as the performer, they are making their identity available for everyone else to see (Boyd, 2007). Boyd refers to viewable friends lists as “public displays of connection” which serve as important identity signals (Boyd, 2007). Boyd refers to the change of context in online communication, that people no longer know what is an appropriate way to act in this new environment. Young people have to learn how to interact in a way that will be seen as acceptable to their often wide-ranging audience (Boyd, 2007).

McMillan and Morrison (2006) conducted a qualitative study in which 72 college students submitted essays on their personal history with interactive media use. Although the sample size was quite small, this study was unique in that it allowed participants time to reflect on their experiences in essay format. These essays by some of the oldest members of Gen Y revealed the difficulties of defining themselves through online media when there is such breadth of information available (McMillan & Morrison, 2006). One participant stated “Everyday I am presented with someone’s views on politics, world peace, and culture; sometimes I have to step back and remind myself what my own opinions are (Fred)” (McMillan & Morrison, 2006). This study was conducted before the inundation of social networking sites, however participants were already showing concerns that online social interaction would take over.

// “This is, as far as I am concerned, the biggest risk about the spread of interactive media: losing contact with the world around us. We must not forget that a computer will never be able to replace personal relationships… A real hug or smile will always transmit emotions that are impossible to feel through an apathetic computer screen (Sophia)” (McMillan & Morrison, 2006). // The State of Australia’s Young People report combines a literature review, quantitative secondary data analysis and qualitative data from focus groups with young people. This study also found that some young people were becoming increasingly concerned with how reliant they were becoming on technology (Australian Government Office for Youth, 2009). Spending so much time online was starting to make them feel disconnected from real life. Focus group participants in the report felt that frequent use of technology was decreasing their social interaction with their peers.

// “Speaking to people face to face, people aren’t confident in that anymore, because it’s always in text messaging or from behind a computer (Gen Y Female)” //// (Australian Government Office for Youth, 2009). // The Australian Insitute of Health and Welfare (2011) identify a number of serious psychological effects of increased internet use, suggesting high internet users are more likely to experience social isolation, depression, loneliness and social detachment. A questionnaire based study of 1319 young people and adults found that those who regard themselves as dependent on the internet showed high levels of depressive symptoms (Morrison & Gore, 2010). These people are more likely to replace real-life socialising with online interaction. A limitation of this study was that it was not able to identify whether depressed people were drawn towards using the internet excessively, or whether excessive internet use leads to depression. With 1 in 4 young Australians living with a mental disorder and 1 in 3 experiencing moderate to high levels of psychological distress (Australian Government Office for Youth, 2009), it is clear that further research should be undertaken to investigate the relationship between excessive internet use and psychological health.

It is also important to consider the impact of technology on physical health by examining the increased time spent in sedentary activities. A University of Sydney study found that Gen Y are gaining weight faster than any generation that came before ( Allman-Farinelli, Chey, Merom, Bowles & Bauman, 2009). They have been born into an obesogenic environment, with greater access to cheap, energy dense food and less reason to be active. Increased computer use and tv viewing time have been linked to physical inactivity, which can contribute to cardiovascular disease, diabetes and obesity (Allman-Farinelli et al., 2009). Physical inactivity may also relate to depression, as it has been shown as a low risk intervention to reduce symptoms of depression in children (Dishman, 2004).

It is difficult to create a full picture of the effects of technology on Gen Y, not least because of the difficulty in defining the generation. Much of the research available has not covered the whole cohort; rather, it has focused on the younger or older sections of Gen Y. It is clear, however, that the increasing reliance on interactive technology is changing the social world of the present and future generations, and it is important to be aware of the multitude of both benefits and dangers associated with its use.

** Cultural and Social analysis ** Generations are shaped by the social and cultural events of their time (McCrindle, 2009). The impact of technology during Gen Y’s formative years has resulted in a different social world to that of previous generations. French sociologist Jean Baudrillard theorised that we are living in a world of hyperreality. Baudrillard says that due to our lives being saturated by media and technology, we are becoming disconnected from reality (Kellner, 2009). We are no longer sure what is real and what is not real. When every detail of life can be recreated online through status updates, photos and videos, social networking sites start to become a perfect simulation of the reality of everyday life (Paz, 2009). Before the inundation of social networking sites, blogs and youtube, daily life was not seen, it was only lived. Now everything has become an object to be seen and shared, whether it is irrelevant or exceptional (Paz, 2009).

Baudrillard (1984, as cited in Paz, 2009) spoke of the “perverse pleasure of violating an intimacy”. Through social networking users can experience a sense of fictional intimacy (Paz, 2009) where they can look at others, often without being seen, but without making a true connection to the other person. Baudrillard explains this as a key difference between face-to-face and online communication. While face-to-face interactions involve each person being both present and absent, online communication involves only an alternating presence of one or the other (Baudrillard, 1996). While they can have a facebook friend list of 600 people and be chatting to 5 of them at once, what appears to be missing in many gen y’ers life is deep, meaningful friendships and a sense of belonging (Eckersley, 2008).

The use of “electronic babysitting”, where children are placed in front of the television or computer to allow parents reprieve means that they are experiencing less face-to-face social interaction (Sigman, 2009). This means that they have fewer social connections during key stages of their physiological, emotional and social development (Sigman, 2009). Strong social support in families and communities has been found to have positive effects on health outcomes, education and employment opportunities (AIHW, 2011). These strong connections can also help people cope better with stress and illness (AIHW, 2011). It has to be noted then, as young people communicate more and more through online technologies, that they are removing themselves from the social networks that form in their offline communities (Sigman, 2009).

The Australian Government Office for Youth report on Effective Communication with young people (2009) found that face-to-face communication was still considered important for discussing personal and sensitive information. This is a positive sign, and one that should be continually encouraged to strengthen these social connections (AIHW, 2011). Youth is a crucial period for establishing positive health and social behaviours (AIHW, 2011). There is no doubt that technology will continue to play a significant role in the lives of present and future generations, so it is important to focus on minimising the negative impacts of overuse of technology by educating young people.

** Analysis of artefact and learning reflections ** The chosen cultural artefact represents what the media has referred to as “Facebook fatigue” (Bates, 2011). Ross explores the downsides to the popular social networking site, including the movement towards an abbreviated language, false sense of connection and the feeling of being bombarded with trivial information. Suggestive of Baudrillard’s theme of hyperreality, Ross urges us to consider whether our representation online is a true depiction of our real personality. “This isn’t you, you’re not like this in real life, so don’t be like this online” (Sonny Side Videos, 2010). The idea of fictional intimacy (Paz, 2009) was explored in the social analysis above. This idea is echoed in the video, when Ross talks about extensive contact lists full of “friends that you don’t want to see, but are happy to look at” (Sonny Side Videos, 2010). He ends his message on a positive note, encouraging us that we are more interesting and beautiful in real life.

Throughout the process of researching this assessment piece, I have gained insight into the way technology and social networking are impacting on the world of Gen Y. As a member of Gen Y I have enthusiastically embraced new forms of technology throughout my adolescence. As I watch my niece and nephew (members of Gen Z, or the iGeneration) operate computers and iPhones from early childhood, I can see that their world will be different again. In response to my chosen cultural artefact, I have analysed my own experience with Facebook and realised that it often leads to negative thinking and a feeling of wasted time. I have begun to change the way I use these systems, and embrace some of the “traditional” forms of communication such as letter writing. In a time when we are increasingly relying on technology in our workplace, university and social lives, I feel I am now equipped to minimise the negative impacts while still taking advantage of the convenience and efficiency that the internet provides.

** References ** Allman-Farinelli, M., Chey, T., Merom, D., Bowles, H., and Bauman, A. (2009). The effects of age, birth cohort and survey period on leisure-time physical activity by Australian adults: 1990-2005. //British Journal of Nutrition, 101,// 609-617

Australian Government Office for Youth. (2009). //State// //of Australia’s young people: A report on the social, economic, health and family lives of young people.// Retrieved from Department of Education, Employment and Workplace Relations website http://www.deewr.gov.au/Youth/OfficeForYouth/Documents/StateofYoungPeople.pdf

Australian Government Office for Youth. (2009). //Effective communication with young people.// Retrieved from Department of Education, Employment and Workplace Relations website http://www.deewr.gov.au/Youth/OfficeForYouth/Documents/EffectiveCommunication.pdf

Australian Government Australian Communications and Media Authority. (2007). //Media and communication in Australian families 2007.// Retrieved from Australian Communications and Media Authority website http://www.acma.gov.au/webwr/_assets/main/lib101058/media_and_society_report_2007.pdf

Australian Institute of Health and Welfare. (2011). //Young Australians: Their health and wellbeing 2011.// Retrieved from Australian Institute of Health and Welfare website http://www.aihw.gov.au/publication-detail/?id=10737419261

Bates, D. (2011, June 14). Facebook fatigue sets in for 100,000 Brits: Users bored with site deactivate accounts amid privacy fears. // Mail Online. // Retrieved from http://www.dailymail.co.uk/sciencetech/article-2003131/Facebook-100k-Brits-bored-site-deactivate-accounts-amid-privacy-fears.html

Baudrillard, J. (1996). Baudrillard on the new technologies: An interview with Claude Thibaut. Retrieved from http://www.egs.edu/faculty/jean-baudrillard/articles/baudrillard-on-the-new-technologies-an-interview-with-claude-thibaut/

Boyd, D. (2007). Why youth (heart) social network sites: The role of networked publics in teenage social life. In D. Buckingham (Ed.), //MacArthur Foundation Series on Digital Learning – Youth, Identity, and Digital Media Volume// (pp. 119-142). Cambridge, MA: MIT Press.

Boyd, D. and Ellison, N. (2008). Social network sites: Definition, history and scholarship. //Journal of Computer-Mediated Communication, 13,// 210-230

Dishman, R. (2004). Depression; Physical activity cuts risk of depression in children. //Mental Health Weekly Digest, 14//

Eckersley, R. (2008). Never better – or getting worse? The health and wellbeing of young Australians. Retrieved from Australia 21 website http://www.australia21.org.au/pdf/A21_youth_health_wellbeing.pdf

Facebook. (2011). Statistics. Retrieved November 1, 2011 from http://www.facebook.com/press/info.php?statistics

Gangadharbatla, H. (2009). Exploring gen y’s motivations to join social networking sites. //Media Asia, 36,// 240-248

Kellner, D. (2009). Jean Baudrillard. Retrieved from The Stanford Encyclopedia of Philosophy http://plato.stanford.edu/archives/win2009/entries/baudrillard.

McCrindle, M. (2009). Understanding gen y. Retrieved from Government of South Australia website http://www.learningtolearn.sa.edu.au/Colleagues/files/links/UnderstandingGenY.pdf

McCrindle, M. (2010). The new generations at work: Attracting, recruiting, retaining & training generation y. Retrieved from http://www.mccrindle.com.au/resources/whitepapers/The-New-Generations-at-Work.pdf

Mcmillan, M. and Morrison, M. (2006). Coming of age with the internet: A qualitative exploration of how the internet has become an integral part of young people's lives. //New Media Society, 8,// 73-95

Morrison, C. and Gore, H. (2010). The relationship between excessive internet use and depression: A questionnaire-based study of 1319 young people and adults. //Psychopathology, 43,// 121-126

Paz, J. (2009). Techno-cultural convergence: Wanting to say everything, wanting to watch everything. //Popular Communication, 7,// 130-139

Sigman, A. (2009). Well connected? The biological implications of ‘social networking’. //Biologist, 56,// 14-20 Sonny Side Videos. (2010, December 13). You need to get off facebook [Video file]. Retrieved from http://www.youtube.com/watch?v=8UouP8cRYZ8 ** Learning engagement and reflection task ** ** Goode Times? Eccs & Why. ** Interesting to see that there was quite a substantial difference between drug use of musical festival attendees and the same age general population. In my experience I have noticed within my different friendship groups there is quite varied attitudes to what is considered acceptable and normal. I think even between different clubs a few streets from each other it is quite easy to notice a difference in “normalisation” of drug use by each cohort. This just reinforces the idea that we should not “paint everyone with the same brush” when it comes to Gen Y!

I agree with Duff (2005), I think it is no longer feasible to try to eradicate drug use altogether. It is always going to happen so we need to focus on promoting reduced and responsible use. We can also look at the issue of whether legalising some drugs would minimise some of the problems (unregulated production and young people being afraid to ask for help) and perhaps some of the appeal? This wiki was well researched and interesting to read, great work Michelle!

Oh, and I can’t get that song out of my head! **Gen Y... Born Superstars ** An interesting read Phoebe! I was also interested to find that a lot of the research concerning Gen Y was conducted in relation to Gen Y in the workplace and schools, and how employers and educators could tailor their approach to appeal to this new cohort of workers and learners. The fact that we are completing this assessment on a Wiki is a sign of this, and it does feel refreshing to be engaging in an interactive and collaborative approach to our learning. While I acknowledge the problems with an increasing sense of entitlement (I laughed about the students expecting a B just for turning up to class!) and narcissism, I think raising children with the idea they can do, and be, anything they put their mind to can be effective in helping to break down stereotypes, such as traditionally “male” and “female” roles.

It was a good point that the focus on white affluent teenagers is a limitation of the current research. It would certainly be interesting to discover what sorts of generational differences exist within other cultures.

As I reflect on my own attitudes towards my career and the journey that has brought me back to university, I realise I am lucky to be growing up in a time where it is encouraged and accepted to explore yourself (and the world!) to work out what will make you happy. This might be very “Gen Y” of me, but we only have one life so I think we should be taking advantage of every opportunity available to us!