Characterizing Digital Natives
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Grounded on literacy as social practice (Haas, 1996; Selfe, 1999; Street, 1995),this paper addresses findings about the culture of five digital natives based on interviews and observations of their online literate activities across in- and out-of-school settings. The researcher operationally defines the first-year ESL undergraduates as digital natives. First, digital natives’ characteristic behaviors include multitasking in attention economy and seeking faster speed. Second, digital natives seem to be highly interdependent and collaborative in their reciprocal online practices. Third, online and offline communities of practice of the undergraduate research participants are linked together. Fourth, a key characteristic of digital natives may lie not their ability to use technology rather but their attitudes toward technology use. Drawing on four empirical findings, the habitus of digital natives are conceptualized as collaborative action (epistemology), dialogic thinking (ontology) and intimacy (affect). This conceptualization on dialogism in digital culture is significant because it offers a principle for creating and managing curriculum for a generation of digital native students-dialogic pedagogy. They need mediated activities to engage themselves during learning process by incorporating self’s addressivity and other’s answerability (Holoquist, 1990).
Abstract
Grounded on literacy as social practice (Haas, 1996; Selfe, 1999; Street, 1995),this paper addresses findings about the culture of five digital natives based on interviews and observations of their online literate activities across in- and out-of-school settings. The researcher operationally defines the first-year ESL undergraduates as digital natives. First, digital natives’ characteristic behaviors include multitasking in attention economy and seeking faster speed. Second, digital natives seem to be highly interdependent and collaborative in their reciprocal online practices. Third, online and offline communities of practice of the undergraduate research participants are linked together. Fourth, a key characteristic of digital natives may lie not their ability to use technology rather but their attitudes toward technology use. Drawing on four empirical findings, the habitus of digital natives are conceptualized as collaborative action (epistemology), dialogic thinking (ontology) and intimacy (affect). This conceptualization on dialogism in digital culture is significant because it offers a principle for creating and managing curriculum for a generation of digital native students-dialogic pedagogy. They need mediated activities to engage themselves during learning process by incorporating self’s addressivity and other’s answerability (Holoquist, 1990).
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