Ten Things You Always Wanted to Know About College Students and Their Media Use

4. Ten Things Linda Cuellar, Ed.D. Mass Communication Northwest Vista College Developmental Education Summit June 24, 2011

5. Ten Things You Always Wanted To Know About Media Usage Among College Students Linda Cuellar, Ed.D. But Were Afraid To Ask Mass Communication Northwest Vista College Developmental Education Summit June 24, 2011

6. One

7. One Students’ Screen Time Keeps Increasing

8. One Students’ Screen Time Keeps Increasing 53 HRS. /WK -- Today, 8-18 year-olds devote an average of 7 hours and 38 minutes (7:38) to using entertainment media across a typical day (more than 53 hours a week).

9. One Students’ Screen Time Keeps Increasing 53 HRS. /WK -- Today, 8-18 year-olds devote an average of 7 hours and 38 minutes (7:38) to using entertainment media across a typical day (more than 53 hours a week). 7 hrs. and 38 min. Daily-- And because they spend so much of that time 'media multitasking' (using more than one medium at a time), they actually manage to pack a total of 10 hours and 45 minutes (10:45) worth of media content into those 7 hrs. 38 min. a day.

10. One Students’ Screen Time Keeps Increasing 53 HRS. /WK -- Today, 8-18 year-olds devote an average of 7 hours and 38 minutes (7:38) to using entertainment media across a typical day (more than 53 hours a week). 7 hrs. and 38 min. Daily-- And because they spend so much of that time 'media multitasking' (using more than one medium at a time), they actually manage to pack a total of 10 hours and 45 minutes (10:45) worth of media content into those 7 hrs. 38 min. a day. +1 hr. and17 min. since 2004 --The amount of time spent with media increased by an hour and seventeen minutes a day over the past ﬁve years, from 6:21 in 2004 to 7:38 today. Source: The Kaiser Family Foundation (2010, January) Generation M2: Media in the Lives of 8 -18 Year Olds, Menlo Park, CA: Author

11. Two Source: Alloy Media + Marketing's 9th annual College Explorer Survey, 2009

12. Two College students devote even more time using media than younger students (8-18 year olds). Source: Alloy Media + Marketing's 9th annual College Explorer Survey, 2009

13. Two College students devote even more time using media than younger students (8-18 year olds). They spend an average of 12 hours daily engaged with some type of media (when all platforms were totaled). Source: Alloy Media + Marketing's 9th annual College Explorer Survey, 2009

14. Two College students devote even more time using media than younger students (8-18 year olds). They spend an average of 12 hours daily engaged with some type of media (when all platforms were totaled). Nine and a half of those hours are spent with their "tech" gadgets, including computers, mobile devices, MP3 players, and gaming devices. Source: Alloy Media + Marketing's 9th annual College Explorer Survey, 2009

18. College Student Daily Media Consumption Platform Average Daily Hours of Media Use Computer 5.0 Television 2.5 Cellular Device 2.4 MP3 Player (music) 1.3 Gaming Device 0.75

31. Three

32. Three The myth of multi-tasking is seductive.

33. Three The myth of multi-tasking is seductive. College students have “drunk the Kool-Aid” according to MIT psychology professor Shirley Turkle. They have accepted as truth the myth that multi-tasking increases our effectiveness. Recent brain research on multi-tasking shows that it harms effectiveness (PBS Frontline, “Digital Nation,” 2009). Read more: http://www.pbs.org/wgbh/pages/frontline/digitalnation/interviews/ turkle.html#4#ixzz1PZjV8tKD

35. “The best example of this over the past I'd say ﬁve years or so ... has been the cultural infatuation with multitasking. And ﬁnally the experiments are coming in -- the careful, controlled experiments about how when you multitask, there's a degradation of all function.” (Turkle, 2009)

37. “Did we need to really go through 10 years of drinking the Kool-Aid on the educational wonders of multitasking and the forgetting about everything we knew about what it takes to really accomplish something hard?” (Turkle, 2009)

38. “Did we need to really go through 10 years of drinking the Kool-Aid on the educational wonders of multitasking and the forgetting about everything we knew about what it takes to really accomplish something hard?” (Turkle, 2009) Something hard like learning and academic achievement.

39. Four

40. Four We are losing our ability to Ignore Irrelevance

41. Four We are losing our ability to Ignore Irrelevance According to Clifford Nass, professor at Stanford University and the founder of Communication between Humans and Interactive Media Lab. “ It turns out multitaskers are terrible at every aspect of multitasking. They're terrible at ignoring irrelevant information; They're terrible at keeping information in their head nicely and neatly organized; and they're terrible at switching from one task to another.” Read more: http://www.pbs.org/wgbh/pages/frontline/digitalnation/interviews/nass.html#ixzz1PdpzXY5o

43. “And in fact, we're starting to see some higher-level effects [of multitasking]. For example, recent work we've done suggests we're worse at analytic reasoning, which of course is extremely valuable for school, for life, etc. So we're very troubled about, on the one hand, the growth, and on the other hand, the essential incompetence or failure”. (Clifford Nass, 2009)

45. In conclusion, from Clifford Nass, professor at Stanford University and the founder of Communication between Humans and Interactive Media Lab: “One would think that if people were bad at multitasking, they would stop. However, when we talk with the multitaskers, they seem to think they're great at it and seem totally unfazed and totally able to do more and more and more. We worry about it, because as people become more and more multitaskers, as more and more people -- not just young kids, which we're seeing a great deal of, but even in the workplace, people being forced to multitask, we worry that it may be creating people who are unable to think well and clearly.”

46. Five

47. Five The Screen-Time culture of our college students is POWERFUL. (lol!) Most college students are deeply committed members of Screen-Time culture. When 371 college students media patterns were examined, Screen-Time culture overrode the influences of ETHNICITY and ACADEMIC differences among the students.

48. Latino Non Latino Ethnic 205 166 Regular Developmental Academic 229 142

50. Here’s what we studied: Types of media used Amounts of time devoted to media use Most importantly, students from the four groups were asked to identify their purposes for media use: for academic and entertainment (purposes of media use) Data were compared among four groups of students.

52. What the data disclosed: Media use is more similar than than it is different among the four groups of students that were examined.

54. TYPE and LENGTH of media use: College students’ media usage is similar for types used (cell phone, texting, TV, Internet, etc.) and lengths of time used by the students each day. ACADEMIC PLACEMENT: (Enrollment in Regular vs. Developmental courses) had no significant impact on media use patterns. ETHNIC IDENTIFICATION: No significant impact was found for ethnicity on college students’ media use patterns.

56. Seven

57. Seven College students in all four groups surveyed reported using media for

58. Seven College students in all four groups surveyed reported using media for purposes of entertainment and

59. Seven College students in all four groups surveyed reported using media for purposes of entertainment and purposes of education for similar amounts of time.

60. An educated guess... Which group of the four groups examined uses entertainment media the most? Regular Latino Developmental Latino Regular Non-Latino Developmental Non-Latino

61. Entertainment Entertainment Media Use Mean Media Use Mean Score Score Non-Latino Regular 0.717 Non-Latino Regular 0.717 Non-Latino 0.749 Non-Latino Developmental 0.749 Developmental Latino Regular 0.725 Latino Regular 0.725 Latino Developmental 0.735 Latino Developmental 0.735 0.8 0.750 0.7 0.740 0.7 Value Title 0.730 Value Title 0.7 0.720 0.7 0.710 Non-Latino Regular Non-Latino Regular Non-Latino Developmental Non-Latino Developmental 0.700 Latino Regular Latino Regular Category Title Latino Developmental Latino Developmental

62. An educated guess... Which group of the four groups examined uses education media the most? Regular Latino Developmental Latino Regular Non-Latino Developmental Non-Latino

63. Educational Media Use Mean Score Non-Latino Regular 0.216 Non-Latino 0.250 Developmental Latino Regular 0.225 Latino Developmental 0.232 0.250 0.240 0.230 0.220 0.210 Non-Latino Regular 0.200 Non-Latino Developmental Latino Regular Latino Developmental

64. Proportion of Total Educational Media Use to Proportion of Entertainment Media Use Educational Entertainment Non-Latino Regular 0.216 0.717 Non-Latino 0.250 0.749 Developmental Latino Regular 0.225 0.725 Latino 0.232 0.735 Developmental 0.8 0.7 Chart illustrates the study groups’ proportions of education 0.6 and entertainment media use. 0.5 0.4 0.3 Non-Latino Regular 0.2 Non-Latino Developmental 0.1 Educational Entertainment Latino Regular 0 Latino Developmental

65. Ten Media Types Examined

66. Ten Media Types Examined Music Cell voice Video, computer, or Internet (social media Internet Games sites and email Internet (surfing, Cell phone texting shopping, other) TV live not Recorded video (downloads, DVD’, recording etc. Non Digital Print (books, magazines) Multi-tasking

68. Ranking of Ten Media Categories by Total Amount of Time Used by Combined Four Study Groups 1 Total Music 2 Total Cell Texting 3 Total Multi-tasking 4 Total Music Entertertainment 5 Total Cell Texting Entertainment 6 Total TV 7 Total Internet Social Media 8 Total Multi-tasking Entertainment 9 Total Cell Voice 10 Total Print Media

92. Eight

93. Eight For many, reading for fun may is going the way of the horse and buggy. Mean scores for students in all four study groups were negative for print media use for entertainment purposes. Print media use for entertainment purposes is infrequent among students in all four study groups that educators need to be both aware and

94. Nine

95. Nine Educators can help students use their media time more effectively with more awareness about media. Use Media Literacy activities Have students read out loud when opportunity is right Use Critical Thinking activities What Else Would Work In Your Courses?

97. Build Awareness of Media’s impact and influence with experiential activities and hands-on projects. “Off-the-Grid” for 24, 48 or 100 hours Counter the Mass Media’s Consumer Bias Class reading assignments that explore life and history before the ubiquity of mass media and its advertising driven foundations. Hands-on demonstrations and presentations on technology evolution, media and its impacts on society. Others that will work in your courses?

98. Ten

99. Ten Educators’ Best Friend Today is Media Literacy Myth: “Digital Natives vs. Digital Immigrants” both limiting and misleading. We are all immigrants to technology changes. The technology playing field is changing too rapidly for anyone to qualify as a “native” any longer. We’re all new to this. Students, too!

101. Start where you are. Do a self assessment of your media use patterns. Monitor your use of media, keep a journal. Complete a day or two “off the grid” (modified to allow for work and study) and journal about your findings. Explore mass media documentaries on PBS’ Frontline series. Explore sites on media literacy, multi-tasking and distraction, Marshall McLuhan, George Gerbner, Neil Postman, Clay Shirky, Shirley Turkle.

102. Thank You

103. Thank You We’re in this journey of education together. Contact me at lcuellar@alamo.edu

Ten Things You Always Wanted to Know About College Students and Their Media Use

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