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Information Behaviors of Children

Information Behaviors of Children. Stephen Ashley, INLS 500. Who are our children?.

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Information Behaviors of Children

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  1. Information Behaviors of Children Stephen Ashley, INLS 500

  2. Who are our children? Children, for the purposes of this presentation, qualify as elementary and middle school students. However, because overall developmental trends are considered, some sources used address children up to the age of eighteen.

  3. Children and computers today • Most children have access to a computer for multiple hours a day at school and home. • 31 % of US children (8-18) have desktop computers in their bedrooms. 12% have a laptop. Children with their own computer generally spend about twice as much time on a computer. • Younger children spend more time on leisure activities and as they get older, that focus switches to homework and other school-related work.

  4. Who has the advantage? • Boys generally have better computer skills in Kindergarten, but girls tend to surpass boys by the third grade. • Having a computer at home and a higher socioeconomic status make a child more likely to enter Kindergarten with better computer skills, though these children close the gap quickly. • Children who do not have computers at home are less likely to use one, even in school or using free resources like a public library. • Typing accuracy improves with age, with children thirteen and older being able to type an average of 40 words per minute, while children under 10 can usually only manage around ten.

  5. Computers and gender BOYS GIRLS Start out behind boys, but generally surpass them by the third grade. Prefer to use the computer for social tasks, such as instant messaging or social media. Also possess a high aptitude for skimming. • Start out with a higher skill level than girls in Kindergarten. • Prefer playing games as their primary use. • Better at skimming webpages than their reading skill level would suggest (which possibly means they are responding to stimuli other than words)

  6. Development and computersAdvantages • Health education: Students who use computers are more likely to have better knowledge of health and sex. Some studies suggest certain groups who use the internet to answer sexual questions (which gives adolescents anonymity) later make better decisions in sexual situations. • Social development: Studies show that use of instant messaging and social media actually increases social ability and gives children a greater feeling of social support. • Fine motor development: Computer use gives children a chance to practice fine motor skills without ostracizing children with special needs.

  7. Development and computersDisadvantages • Safety issues: Children are more likely than adults to be caught in a financial scam or have their safety threatened by a stranger. • Social issues: Cyber-bullying is on the rise, and these incidents have the potential to expose bullying to a larger portion of the student population. • Physical problems: Too much computer use can cause children to develop physical problems much like adults, such as vision issues, skeletal issues from improper sitting, or sleep and nutrition issues.

  8. People and models Many of the articles used mention Carol Collier Kuhlthau and her Information Search Process model. The model helps explain the cognitive state a child might be in when doing research, which helps to explain some of the cognitive results from many of these studies.

  9. Implications for the School Library Media Specialist • It’s important for the SLMS, in addition to teaching children how to use technology, to model them as well (i.e. using proper posture, taking breaks) so that some physical issues can be avoided. • The SLMS can differentiate their approach for students who come from lower socioeconomic status or who have limited computer access to get them up to speed with other students and to teach them about resources they can use that they may not have known to exist.

  10. Cooper, L. Z. (2005). Developmentally Appropriate Digital Environments for Young Children. Library Trends, 54(2), 286-302. Retrieved from EBSCOhost. Hultgren, F., & Limberg, L. (2003). A study of research on children's information behaviour in a school context. New Review of Information Behaviour Research, 4(1), 1-15. doi: 10.1080/14716310310001631408 Joiner, R. R., Stanton, D. D., & Luckin, R. R. (2003). Guest editorial: Children and new technology. Journal of Computer Assisted Learning, 19(2), 145-148. doi:10.1046/ j.0266-4909.00015.x Kimmerly, L., & Odell, D. (2009). Children and computer use in the home: Workstations, behaviors and parental attitudes. Work, 32(3), 299-310. doi:10.3233/ WOR-2009-0828 Kuhlthau, C. (1997). Learning in digital libraries: An information search process approach. Library Trends, 45(4), 708. Retrieved from EBSCOhost. Saçkes, M., Trundle, K., & Bell, R. L. (2011). Young children’s computer skills development from kindergarten to third grade. Computers & Education, 57(2), 1698-1704. doi:10.1016/ j.compedu.2011.03.011 Solomon, P. (1993). Children's information retrieval behavior: a case analysis of an OPAC. Journal of the American Society for Information Science, v. 44 (June '93) p. 245-64 Straker, L. L., Pollock, C. C., & Maslen, B. B. (2009). Principles for the wise use of computers by children. Ergonomics, 52(11), 1386-1401. doi: 10.1080/00140130903067789

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