RM Winter 2017

Media Multitasking and Social Media: Considerations for Technology Use Among Adolescents

By Laurie A. Sharp, West Texas A&M University

(Lin, 2013, p. 47). Moreover, the prevalence of digital media devices has engendered a new approach to multitasking, which has been dubbed “media multitasking” (Baumgartner, Weeda, van der Heijden, & Huizinga, 2014, p. 1121). Media multitasking involves either simultaneous use of (a) two or more digital media devices or (b) a digital media device and non- technological activity. Although the concept of multitasking is not a new phenomenon, the interactions with digital media devices during both types of media multitasking require different approaches with respect to how the user’s attention is managed and distributed (Cotten, Shank, & Anderson, 2014). Although digital media devices permit users to interact with multiple activities synchronously, multitasking between devices often presents challenges to the attention networks within the brain (Rothbart & Posner, 2015). Research on this topic among the adolescent population is limited, but Baumgartner et al. (2014) posited that constant exposure to media multitasking “may have consequences for adolescents’ cognitive control processes” (p. 1122). Lower academic performance has also been reported among adolescents who multitask with digital media devices (Rideout, Foehr, & Roberts, 2010), and Klorer (2009) speculated that the frequency of media multitasking throughout childhood has negatively affected the development of adolescents’ interpersonal skills. In this same manner, Pea et al. (2012) presented findings that showed negative relationships between media multitasking and social well-being. Moreover, these findings and assertions are juxtaposed with a rising number of adolescents who have recently reported high incidences of media multitasking (Cardoso- Leite, Green, & Bavelier, 2015; Cotton et al., 2014; Courage, Bakhtiar, Fitzpatrick, Kenny, & Brandeau, 2015; Lin, 2013; Rideout et al., 2010; Székely, 2015; Voorveld & van der Goot, 2013). Media multitasking among adolescents will most likely continue to flourish, particularly with the number of technology- related knowledge and skills with which students require “to learn effectively and live productively in an increasingly global and digital society” (International Society for Technology in Education, 2015). In order to prepare students to be “active, successful participants in this 21st century global society” (National Council of Teachers of English, 2013), literacy teachers are encouraged to supplant print-rich learning environments with opportunities to interact with digital media as both producers and consumers, particularly with adolescent learners (Buckley, 2014; O’Byrne, 2014). With this in mind, literacy teachers must be mindful of the unique demands that media multitasking has among all adolescent learners. For example, media multitasking often presents

ABSTRACT—Technology use among adolescents has grown rapidly, thus necessitating different approaches towards literacy practices. Along with new technology devices, 21st century knowledge and skills have emerged, which have prompted teachers to adapt traditional literacy instruction to include digital literacy practices. The purpose of this article is to provide literacy teaching professionals at the middle and high school levels with information regarding two prevalent areas for technology use among adolescents: media multitasking and social media. This article also describes innovative instructional considerations for literacy teachers, such as allowing for personalization, recognizing academic and nonacademic languages, and adjusting literacy instruction to focus upon development of students’ digital literacy practices. There has been an explosive growth in recent years with the amount of technology use among adolescents, particularly with mobile digital media devices (Lenhart et al., 2015). Recent data has revealed that almost 90% of adolescents have or have access to each of the following digital media devices: mobile phone, desktop or laptop computer, and game console. Similarly, over 90% of adolescents use their mobile digital media devices to go online frequently. The availability, ease of access to technology, and online connectivity among this age group carries significant implications for teachers regarding digital literacy practices (Buckley, 2014; Crowley, 2014). Adolescents recognize that technology usage is a fundamental aspect of their daily life experiences (Fitton, Ahmedani, Harold, & Shifflet, 2013). Increased access to personal digital media devices holds much promise for literacy teachers, particularly those in low socioeconomic communities where students’ access to technology away from school was once limited (Li, Snow, Jiang, & Edwards, N., 2015). Literacy teachers are now able to capitalize upon students’ current perspectives regarding technology usage and encourage literacy development at home by connecting them with meaningful literacy learning experiences through their digital media devices. With this in mind, it is equally important that literacy teachers create technology-enhanced learning environments that foster their students’ abilities to use their digital media devices for educational purposes effectively, appropriately, and safely (Fitton et al., 2013). Media Multitasking among Adolescents Technology and digital media devices have significantly changed habits of literacy, such as reading and locating information, and multitasking has become “an expected skill”

Reading Matters Technology Matters

Reading Matters | Volume 16 • Winter 2016 | scira.org | 55 |

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