Millenials? Generation Z? Generation Y?
There has long been discussion and debate about these three particular groups of young people and it seems that these terms can be interchanged at times.
Boundaries between who belongs in what category differ from commentary to commentary without great insight into the definition of this generation.
A generation is defined as “a set of historical events and related phenomena that creates a distinct generational gap” (Parry, E., & Urwin, P., 2011).
The historical event or phenomenon that creates a generation gap in this sense is, most notably, that these young people have been born into an internet connected world.
“Generation Z is the newest generic label to be assigned, but are included in the group known as the Millennials, Net Generation or Generation Y…While Generation Y is given a variety of start dates by social commentators, this study uses the introduction of the Internet Domain Name System (DNS) in 1984 as a starting date” (Coombes, B., 2009)
This generation/ these generations are defined by the fact that they never experienced life without the Internet.
Whether that means being shouted at to get off the internet so that someone can use the landline or having access to the information and entertainment 24/7 on smartphone devices, access to the internet has been a constant since these young people were born.
For this reason, I will refer to Gen Y, Gen Z and the Millenial Groups and the Internet Generation.
INTERNET GENERATION : AN OBSERVATION
The Internet Generation are uniquely multicultural and diverse
with biracial and multiracial children being the fastest-growing segments in the United States (American Academy of Child and Adolescent Psychiatry, 2011)
The Internet Generation are far more accepting of alternative views, opinions and ways of life. In particular celebration of the LGBTQ community amongst the DNG is far more prominent than in previous generations.
“The ability and a propensity to use a wide range of technologies allows the [Internet Generation] to communicate with a broad range of users and exposes them to a wide range of ideas and cultural differences, thus leading to a more socially inclusive outlook” (Coombes, B., 2009)
They have been raised in a time of political unrest in the Middles East and has seen constant war since they were young. “As a group raised in constant war, contemporary youth may view the world with the belief that the world is “unsafe,” yet at the same time, they may have greater global awareness as a result.” (Turner, A., 2015)
In general the Internet Generation are socially and environmentally aware and work towards creating a better world for the future.
But the most defining feature of all, which has contributed to all of these experiences and characteristics above is their total immersion in digital culture.
This total and complete immersion in a world with the internet has led to the proposed idea of digital fluency of the Internet Generation.
Digital fluency is the focus of fear and fascination from older generations of digital immigrants.
Media, Academics and Popular Culture are disseminating the idea that all young people born in the internet age are digitally fluent and have well founded understanding and control of all things digital.
Results from a survey of 4374 students across 13 institutions in the United States (Kvavik,R. B, 2005) did this demonstrate high levels of ownership of some technologies by the respondents as well as high levels of some academic and recreational activities, and their associated skills.
82% – mobile phones
93.4% – owned personal computers
99.5% – used word processing
99.5% – used emailing
99.5% – surfed the internet for pleasure
But “oftentimes, studies focus on the quantity of technology use while ignoring the quality of that use” (Turner, A., 2015)
And upon further investigation the observation of the Internet Generation is slightly different than the reality.
THE INTERNET GENERATION: A REALITY
Although possession and interaction with digital devices and technologies were prevalent in the study above, the quality of interaction presented different findings.
21% – were engaged in creating their own content
21% – maintained blogs
21.5% – downloaded podcasts
(Kvavik,R. B, 2005)
This presents a very different profile of a tech-savy generation.
Although the results if this data is slightly outdated the principle behind the differentiation of figures remains.
In the same way as people who were born into a generation where cars were ever-present don’t necessarily make the best drivers – the Internet Generation are not necessarily digitally fluent.
“Although [the Internet Generation] youth demonstrate an apparent ease and familiarity with computers, they rely heavily on search engines, “view” rather than read, and may not “uniformly possess” the skills to assess the information they find on the web” (Wallis, 2010).
The generational divide that comes with the presumption of digital fluency means that the Internet Generation are navigating these new technologies without guidelines or framework to optimize or enhance their potential flare.
” [The Internet Generation] are confident in their abilities and claim greater online skills than their parents, a significant number admit they often can’t find their way around the Internet”(Coombes, B., 2009)
Confidence and familiarity in the resource can be deceptive and the reality of the situation needs to recognized by researchers, educators and experts in this field.
” The assumption that students have the skills to locate information in the virtual environment simply because they are familiar with technology and confident about using it, has meant that information-seeking behaviour among members of [The Internet Generation] is unsophisticated, demonstrates a culture of use that is hard to change and the result of a lack of formal information literacy education” (Coombes, B., 2009)
There is a need to integrate traditional framework of education in the new arising technological revolution and just because the Internet generation is confident in using these technologies does not mean that they are proficient.
“[The Internet generation] moves quickly and can produce more in a shorter time than other generations. They have learned that change and diversity are a way of life and are expected. They are not limited by geography, proximity, or time zones for work. They want to change the world, be socially responsible, and know their work is important” (Rothman, D., 2017)
Positive qualities and attributes from the digital immersion should be celebrated and built upon in educational and work settings but to achieve their full potential the Internet generation still needs guidance and assistance in, what seems to be, their territory.
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BIBLIOGRAPHY
Parry, E., & Urwin, P, 2011, Generational differences in work values: A review of theory and evidence. International Journal of Management Reviews, 13(1), 79–96.
Coombes, B., 2009, Are they really digital natives or more like digital refugees, ResearchGate, accessed at:
American Academy of Child and Adolescent Psychiatry, 2011, Facts for families: Multiracial children. accessed at:[http://www.aacap.org/App_Themes/AACAP/docs/facts_for_families/71_multiracial_children.pdf] on 10/05/2019
Turner, A., 2015, Generation Z: Technology and Social Interest., The Journal of Individual Psychology, vol. 71 no. 2, pp. 103-113.
Kvavik, R. B., 2005, Convenience, communication, and control: How students use technology. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the net generation (pp. 7.1–7.20). Boulder, CO: EDUCAUSE.
Wallis, C., 2010, The impacts of media multi-tasking on children and learning development (report from a research seminar). New York accessed at:[http://multitasking.stanford.edu/MM_FinalReport_030510.pdf] on 10/05/2019
Rothman, D., 2017, A Tsunami of Learners Called Generation Z, MDLE.net, accessed at: [ https://mdle.net/Journal/A_Tsunami_of_Learners_Called_Generation_Z.pdf] on 10/05/2019
