* They like to cut-and-paste. “There is a lot of anecdotal evidence and plagiarism is a serious issue.”
* They prefer visual information over text. “But text is still important… For library interfaces, there is evidence that multimedia can quickly lose its appeal, providing short-term novelty.”
* They multitask all the time. “It is likely that being exposed to online media early in life may help to develop good parallel processing skills.”
The report also warns librarians against opening MySpace and Facebook pages to “make their servicers hipper to students.”
. . . “there is a considerable danger that younger users will resent the library invading what they regard as their space.”
At Core Knowledge Blog, Robert Pondiscio discusses the study and the ed shibboleth that “it’s futile to teach content because the store of human knowledge increases too quickly.”
The goal of education should be to think critically and “learn how to learn.”
The report finds “little time is spent in evaluating information, either for relevance, accuracy or authority” when young people use the web, he notes.
* Kids don’t know what they don’t know: “The problem here is that they simply do not recognize that they have a problem: there is a big gap between their actual performance in information literacy tests and their self-estimates of information skill.”
Confident, but not competent. There’s a lot of that going around.