And maybe we aren’t either.
An article in this week’s Chronicle suggests that we’re on shaky grounds if we assume our students know tons about how the Internet works and what that means for their (and our) future.
A couple of faculty at Northwestern (Eszter Hargittai and Brayden King) teach a course called ‘Managing your Online Reputation’, where they encourage students to find out what the Internet knows about them and think about what it’s advertising to the world.
Their idea is that students should be encouraged not only not to post videos of stupid things they might have done, but also to think about posting (tweeting, instagramming, tumblr-ing) positive views about their skills, attainments, knowledge and capabilities in a way that the usual searches will turn up not only nothing bad, but rather some good stuff.
The course was based partly on research by one of the faculty (Hargittai) that showed that, contrary to what many of us believe, many students today know less about online life than most of us. For example,
about one-third of the survey respondents could not identify the correct description of the ‘bcc’ email function. More than one-quarter said they had not adjusted the privacy settings or content of social-media profiles for job-seeking purposes.
My experience has been that I have a few students who are really tech-savvy, a few who have no idea what they are doing, and the rest somewhere in between. And, of course, being tech savvy is a moving target. I’ve been doing email since 1990, so I certainly understand how that works. But I only joined Instagram about a month ago, and Tumblr a few weeks earlier than that, mostly to follow a nephew who’s traveling around the world and documenting it on Tumblr.
On the third hand, I actually understand what the Heartbleed vulnerability is exploiting (and I even understand what that last sentence means…).
Anyway, some food for thought.