J.J. Berry (author of this article and OCC Dean of Academic and Student Services) is targeting my generation while talking about the "iYs" generation--the generation many of you belong to. I think he's right on target as far as the technological changes. The college generation today has far more distractions than we ever did.
Berry suggests that many young students today have more fluidity/flexibility and tolerance; on the other hand, attention span and depth are in short supply. For example, some "iYs" have thousands of "friends" through Facebook, but may lack face-to-face, committed relationships.
He also argues that, although our worlds may seem very different, academia has something important to share with the "iYs": self-discipline, intellectual substance and rigor, the importance of understanding context, etc. (I may be projecting here.)
What do you think about this? Are J.J. Berry's reflections accurate or not? Do you "iYs" need the challenge and demands the academic world places on you? Is the academic world still relevant, or are we lagging far behind a changing world? Or is the reality more nuanced than that?
I'll be interested in reading your thoughts about this.
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I think that the author of this article is right on. Berry gave a perfect snapshot of my generation. I have always been the weird one because I actually enjoy doing class reading assignments and those kinds of things. I definitely agreed with Berry when he talked about the tendency of students to feel picked on when a teacher asks them a question in class. Many of my friends have vented those feelings of frustration over a teacher calling them out too much in class. While I see the benefits of my generation's way of being, agree that some changes need to be encouraged. I'm not sure what the "solution" is, but the myth that is something is worth knowing it is learned easily, needs to be dispelled!
ReplyDeleteAs sad as this is to admit, Berry is right about our generation. Everything he mentioned in his article I agreed with. I believe he is right when he says students will think "If I can't understand something quickly, it usually means that I will never understand it." I think a lot of students feel this way. I know I have definitely seen this a lot in the math field, I'm even guilty of thinking that myself when I can't figure out a problem. I think we need to try and help those we tutor so that they don't feel like this. We are there to help them and we don't want them to just give up because they don't "get" how to write.
ReplyDeleteAs far as faculty goes, they shouldn't stop pushing us to our limits. If we don't get it, then we need to keep reading and studying the material. If they just let us get by without knowing it, we will never get out of this downward spiral.
We should post this article around school for students to read because maybe if they read it and realize how technology has changed our lives for the worse, they would try to make changes.
Berry has summed up my generation very accurately. Even though I am very motivated academically, I dislike reading long text book chapters or having to research for a paper. I don't like to reread, and I get discouraged if I don't understand something on the first try. Luckily, my drive to get good grades forces me to reread when necessary and research to the best of my ability. I also think my generation is somewhat disillusioned with the future, because today's society faces so many issues. I think we feel overwhelmed knowing we are the "hope of the future" and the ones who have to fix the world's problems. My generation's tolerance toward other people is one of the best things about us. I am glad we can see the world with open eyes, but my generation needs to learn the value of hard work and motivation; otherwise we will never be able to make this world a better place.
ReplyDeleteBerry's comments on my generation were correct, but they do not apply to me. Although my generation relies heavily on Facebook, Twitter, blogging, and those other "i" technologies, I like to do things the old fashioned way. I have a Facebook and I do text occasionally, but I still prefer a phone call. When I do use Facebook or text messaging, I always use proper spelling, grammar, and punctuation. It scares me to think that I am in the minority group.
ReplyDeleteAt the Writing Center, we should make sure to cast out the thought that "If I don't get something right away, I will never understand it." Writing is a process. No one is perfect, especially when it comes to writing. We should try to make everyone who comes in understand that the only way to get better at writing is to practice, practice, practice!
This post if from Lynette, not Frances
ReplyDeleteFor generations, professors have placed the responsibility of learning on the learner. This comes as no surprise. The educator posts his/her syllabus with all resources being adequately available for reaching personal educational goals; and, the accountability has been, rightly so, bequeathed to the student/s.
College has never been a time of handholding… relationship building between student and professor… yes, strategy yes; but, not handholding.
Consequently, I believe that Berry’s generalization of the, referred to, “First Globals,” a term assigned to the new generation by John Zogby, is far too general. The following are a few examples:
Bleak future…Who doesn’t feel the twinge of doom while mustering the courage to go forward in the trust walk of life? Have you heard the news, lately?
Money equals success…Most generations, including Globals, have and do look to the wealthy as winners, of sort, on the surface.
Rules…If Berry did not skim the surface of Globals or 9/11’s (Berry’s term), he may have noted that most human beings from the genesis of life, may have been “annoyed” by rules (Adam & Eve, anyone?), although, (they) have found value in them, at some given time i.e. drinking and driving. If this rule example had been inserted in Berry’s survey, do you think the 9/11’s would have reported being annoyed?
Impatience with the reading/learning process…And, is this new revelation? I don’t believe this to be true. Within academia, specifically, the tutoring lab enters the picture. Not all universities or community colleges are equipped with talented, dedicated tutors for ESL and the general student body, like M U’s and U of M; however, they need to be available to support students in a myriad of ways.
I understand and agree with the tone of Berry’s article due to seeing the painted canvas of the ‘me first’ Globals’ with subtle gray hue as the background, streaked by sharp edges of provocative red and yellow. The attitude lacking in the ability to connect to other human beings on a deeper level, obvious exhibited impatience with rules, lack of confidence, patience, trust, and the ability to respect others are all road markers for our Globals. On the other hand, I would submit that, we, generally speaking, from all generations (past and present) have had and do have identical weaknesses; the difference being that we, non-Globals, may not be so blatant in openly displaying these distasteful personality indicators.
To further explain, at times, generations preceding Globals, share negative attitudes behind closed doors with others; pray to be healed; or, talk with a confidant. Another defining variable and truism is that without being prompted by technology that tends to speed up daily voluminous data input, we, the Pre-Globals generally paint our picture of life with brilliantly colored strokes of what ever is valued, is worth waiting and working for, to eventually reap the rewards. This comes with maturity.
FYI: A long time ago, in a far away land, colleges used to be attended to learn a lucrative profession ($$$) or find the husband (shallow thinking) who would have the means ($$$) to provide for his family with (2) new cars in the driveway, a dog, cat, children with best of education, Lenox dinnerware, and Waterford stemware. Were we superficial? One might make this generalization; moreover, we did have a pronounced respect for humanity that I believe still remains on the palette of our Globals, just waiting to take its form with a little time and guidance. Every new generation has the look a foreigner. Just trust in them, be there for them in a nonjudgmental way, and let them learn the consequences of their actions, be it rewards or hindrances.
Lynett
I grew increasingly irritated as I read Dean Berry's article. It seemed so biased and out of touch with the 9/11s (naming a generation after a disaster?) I know. Not only was he terribly rough on the younger generation, but he also took the time to insult me in the process ("often experienced over-indulgence and over-protective parenting"). What gives, Dean Berry? Having a bad day?
ReplyDeleteWhile I agree that our "e-friends" (computers, the Internet, Twitter, etc) are certainly changing the way we read and write, I don't think this change is permanent and irreparable. I'm not even sure it is in need of repair. Maybe it's just different? Maybe the 9/11s (inappropriate term!) are learning yet another dialect to add to the many we all speak each day? Maybe they can speak/write in e-speak and e-write, but they can also learn how to speak and write in academic language? Let's give the younger generation a little credit. Hasn't going to college always involved a little attitude adjustment? A little learning of what is academic and what is not? What was Dean Berry like before he entered his freshman year in college?
I'm not as pessimistic about our young students as Dean Berry is. Sure I think that "Google is making us stupid (as the cover of Atlantic once asked), but our "stupidity" has a place, and we either know when to abandon it when academic reading and writing is called for or we'll learn about it from our dedicated teachers or more academically-inclined friends.
As I read Berry’s article, I found myself torn between agreeing and disagreeing with it. While the author makes a strong point when referring to the apathetic, “tuned out” nature of the younger generation, it feels a little too generalized. I can relate to all the examples the other tutors provided, such as fellow classmates being reluctant to expend the time and effort on readings, assignments, or other work for class - and yet consider the fact that each one of us has also said, “That doesn’t really apply to me, though.”
ReplyDeleteI think the point Berry is trying to make is slightly extreme. In each of my classes I almost always encounter people who are motivated to put forth effort, and who discipline themselves to study rigorously. I feel like the younger generation is wavering between those who are uninterested or numb, and those who are actively involved and keen on participating. In both instances, I definitely agree that faculty should be there to either push (shove, if necessary) or encourage. I think Marian had a good point when she mentioned that college is a time when adjustments are being made, and with a bit of support it can be a period of growing.
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ReplyDeleteBerry states his generalizations are based on interviews & surveys, but his report is meaningless without any description of his methods, such as how respondents were selected, how many responded, etc. His lack of any in-text citations also bothers me. I couldn’t tell if what I was reading was his opinion or research conclusion. He doesn't give any reason for calling this generation the "9/11s," a label that has no relevance to what he's discussing, or where his idea this generation is "frequently healthier & more advanced biologically" came from.
ReplyDeleteThe tone of his article gives me the impression Berry is assessing 18-22-year-olds as one assesses a foreign species or extinct civilization, not real people he interacts with on a daily basis and has any practical understanding of.
Despite these issues, Berry does make some good points. He describes accurately some disturbing trends, such as how the telecommunications devices 18-22-year-olds rely on frequently put them out of touch with & make them less functional in the real-time world.
It's ironic such devices are lauded for enhancing communication & enabling people to be more "global," when these communications take place in a vacuum: There’s no accompanying cultural context, such as seeing how people act in real-time as opposed to what they text or how they look on webcam sitting at their desks. There are studies that indicate nothing has done more to fracture & homogenize human communication across cultures than Internet-enabled telecommunication. It’s a mistake for people to consider this generation globally savvy just because they have email pals in Africa or Australia.