97ers and work

This is the 5th post in a series I am writing about 97ers: social natives. It may help to read the previous ones:

Introducing the 1997 Digital Natives, 97ers, and their networked communities of learning

The 97ers and Identity

The 97ers and social activism

The difference between the 97er and Gen Y

If you think about the 97er and the environment in which they have grown up there has been a heartbeat of disruption:

  • worldwide recession
  • worldwide terrorism

And their security, possibly unbeknownst to them, has come from their community, their peers – the ultimate sharing of knowledge has acted as lifelong reassurance of themselves, their validity, safety and inevitably shaped their attitudes and expectations.

Luckily the natural reaction to restore the balance of the universe is the rise of the collaborative community, the prosumers and an almost zealous belief in Openness and Transparency.

What lies beyond school?

These children are now looking at their life beyond education. Summer 2014 will see some choose apprenticeships, some choose further education and some head for the job market – the march into becoming part of the working community has begun and by 2015 they will be officially “grown-up” – well, 18 years old.

I believe that the most obvious effect we will see first is the reaction to the recession. They know no different than jobs with banks, or in the public sector or in monolithic and historical organisations that have been going for hundreds of years being the most unsafe choices a person can make in a career. They have witnessed mass redundancies, seen story after story of brands that even they know: Blockbusters, Woolworths, going bust with thousands of jobs vanishing. There are very few who have not been personally affected by this either directly through family or friends.

At the same time they have also seen a rise in entrepreneurship, parents and their friends choosing to run their own businesses, their peers creating start-ups, crowd-funding platforms; their social media streams are full of this relentless birth of “new”. It is all they know.

Safety and security

To my mind the perception of what is a secure job choice has been completely thrown into chaos. Nothing really makes sense any more if they try to think of a job for life, a job they want to “do”, as some parents, teachers and careers advisers are still encouraging them to focus on.

For the 97ers security and reassurance has come from community knowledge, but in this instance there is no prior knowledge of how to tackle this jump from their networked communities into a linear working world; with choices to be made with 2d information, crafted and marketed directly to them – the kind of information they have learned to distrust and deride.

And so I am beginning to see these young people attempt to squeeze themselves into the kind of person their predecessors were, looking to the entry level jobs of large organisations, and trying to understand why formal careers in traditional roles (those waved in front of them as a “good idea”) can possibly be a good idea – when they are the most insecure choice, based on what they have seen growing up.

Lazy, layabout teens

As a result they are less enthusiastic about going and getting “starter” jobs or part-time work, more keen to either stay in education until the world makes sense again, or become apprentices in skills they know they can fall back on when the world falls out of the bottom of the financial markets again (yes I intentionally skewed that phrase).

I fear that the draconian, booming voice of Whitehall threatening benefits and the ‘benefit society’ is creating even more insecurity and confusion. As they recall any bits from their past that might help them make decisions on the future they will remember job losses, failing economies, fewer work opportunities for greater numbers of people – and they will begin to worry.

Worried 97ers will depend ever more heavily on their networks for reassurance and to find the answer. I believe that there will be a period of introspection amongst this community, and society will blame technology because they will all seem to be descending more heavily into being glued to their phones, tablets and computers – apparently wasting away their lives instead of  focusing on the next stage of life: their careers.

People will bemoan the lazy, layabout teen culture.

We need them

I would implore you, should you find yourself doing this, to try to resist! We need them to be introspective, to make it better and easier for the ones that are coming year on year after them. We need them to be supporting each other through their digital networks and we need their leaders to emerge organically from this – they will discover who they want to follow in the way they have always done so: through social channels.

And we need them in our organisations. We need them to help all businesses and sectors understand the new nature of their audience/consumers/prosumers.

What can we do?

Look to those economists predicting the slow death of capitalism and the social theorists looking at the complicated lives of the consumer society. You can rest assured that the 97ers are really not going to be doing that – but we can.

  • Let’s look at the emerging economy that is starting to take shape, and allow these young people time to get themselves ready, and empowered
  • Encourage entrepreneurship
  • Encourage digital skills
  • Share stuff you find that talks about economies and markets
  • Give them information and knowledge
  • Find the the thought leaders online
  • Become the translators of the dull stuff that will help shape the 97er community conversation

 

Introducing the 1997 Digital Natives, 97ers, and their networked communities of learning

I have worked with self-taught young programmers (aged 18 and under) in Young Rewired State since 2009; and in 1997 I gave birth to my own little digital native. My passion for learning, observing and being amongst networked communities in various forms, means that I have begun to see some interesting trends and patterns that are fascinating, and I am going to write a series of things about this. Here is the first and in it I refer to the 97er. By this I mean child born in 1997 OR LATER: The true digital natives.

Educational webs

In 1971, funnily enough when I was born, Ivan Illich (a philosopher, Catholic priest and “maverick social critic”) published a book on education and society: Deschooling Society. It is available to read for free here. He was crazily ahead of his time in his thinking, but I think he was not far off in his insight into how technology could transform education, and how in turn this would change society.

I am not profound enough to offer opinion on all of his book and beliefs on society, but I am with him completely on networked learning. He believed that the future of learning lay in communities:

“… educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing and caring…”

What is beautiful about this quote is that he talks of the ‘heightening’ and ‘transforming’ benefits of the web, and that this could and should be applied to every ‘moment’. What a salve it is to read how this is a good thing, a great thing, and can be embraced not feared or controlled.

The 97ers are already immersed in this web of learning. Whether we approve of *what* they are learning or not is immaterial, but they are there playing, interacting, growing up, making mistakes, testing boundaries, making boundaries, exploring things they find interesting or funny and more importantly – sharing their discoveries.

This is not news, but it is often feared or criticised as it is not well-understood. Many people are trying to ‘harness the power of the internet’ (mainly because it is not documented or governed and has our children in its thrall – an unseen digital Pied Piper, skipping off with our children to the lilting voice of Siri).

But it is not the internet that is doing this, it is the networked communities the children find online, people stripped of physical boundaries and prejudices they face daily in school and life, an open forum of communities they can opt into or out of.

As adults we imagine Lord of the Flies horrors, with children unable to cope with this ungoverned world, and are braced for constant catastrophe. But I see this networked online space, this world wide web, as a maverick place that they are shaping and governing themselves. Creating their own rules for digital citizenship if you like.

Strangers in this place stick out, people pretending to be other people are quickly caught out. And before you “aha” me with stories of paedophiles and paedophile rings infiltrating the networks of young people by pretending to be young people themselves – yes, this happened, but it happened when this digital native crew were very young. They grew up with this, and they are very canny now, even as 16 year olds, and know what to look for and how to identify people. Not just by name.

And as they learn, so they look out for their younger siblings, whether these be actual blood relatives, or young web-dwellers. My daughter, and her friends, regularly crawl all over the social media accounts and games forums occupied by those younger than them. They look for tells and behaviour that is not natural to them or their peers and don’t dally, they delete. There is no ‘intervention’ you can delete and block early signs of danger in a way not possible anywhere else in life. If it looks dodgy, assume it is and move on. They don’t make a fuss over it, this instant gratification society that we so condemn in young people should be embraced, to some extent, because it keeps them safe in an instant online world.

We cannot beat them at this game. These children, the 97ers, are soon going to graduate into the working world, and it is for them to adapt the web to their growing experiences, not ours to adopt and govern. This is why web monitoring by “grown ups” will not work. More on that later.

Peer-to-peer learning

What we can do, is look at how we can use this incredible resource to help shape learning and education. Back to 1971 and Illich:

The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he sought a peer. A computer would send him back the names and addresses of all those who had inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity.

I fully believe that the current coding movement and crisis in how to teach programming, of finding enough teachers with the knowledge to fit the traditional role of teacher standing in front of a room full of children, ready to impart all knowledge, is the tipping point away from classroom-based education. There is no way on God’s earth that anyone could hope to study to be a computing teacher and hold the knowledge necessary to teach the children all the digital skills necessary for future work, life and community.

What I see happening in Young Rewired State is peer-to-peer learning, shaped by mentors. Take the phenominal take up of the YRS/Google assemblies as an anecdotal example. We announced this project on Friday just to meet the needs of the many people asking for YRSers to share their experiences with their peers. Within 24 hours we were so swamped with young people wanting to run an assembly that we had to build a database, write auto-responders, set up a new email address and adjust our delivery plans. (You can read the stories of these young people here).

If you ask any of those young people what they value in YRS, they will always say: community. Having a community of peers and mentors who are collectively so knowledgeable that they *know* all learning and discovery can be completed and shared, within this network, is like stumbling on the oasis in the desert. It is also new, and exciting, and the boundaries have not yet been discovered, let alone tested. I am enjoying watching them race to the boundaries – I want to see where they are too.

If we continue in the UK to try to retrofit traditional education formats to programming and computing, digital skills these natives do need to have – we know the result is going to have to be tempered to delivery restraints unseen beyond this subject. And so there will be no choice but to flip the classroom.

If we could really embrace the flipped classroom methodology, encourage young people to learn outside the classroom, from networks of people immersed in subjects, then bring that learning back to their lessons and share this learning in a more formal environment, where the teacher can curate the conversation and bring together the information strings – how much more engaged, relevant and testing would the learning be?

I know this seems like a pipe dream because it requires such a monumental shift in the way we ‘do’ education now, except for the home-schooled, but when a 97er becomes Secretary of State for Education, with another ’97er in Number 10 – it will happen then. I hope it doesn’t take that long.

(Read the next blog post on the 97er and Identity)

… and the third one just published on social activism

For those used to assuming that this applies to GenY, or The Millennials, here is a clarification

97ers and work