As a result, while N-Gens interact with the world through multimedia, online social networking, and routine multitasking, their professors tend to approach learning linearly, one task at a time, and as an individual activity that is centered largely around printed text (Hartman, Dzubian, and Brophy-Ellison <a target="_blank" href="http://www.webcitation.org/5Xw4B5bKP">2007</a>).

However, these digital texts do not necessarily lack style, coherence, or organization; they simply present meaning in ways unfamiliar to the instructor. For example, a collection of images on Flickr with authorial comments and tags certainly does not resemble the traditional essay, but the time spent on such a project, the motivation for undertaking it, and its ability to communicate meaning can certainly be equal to the investment and motivation required by the traditional essay—and the photos may actually provide more meaningful communication for their intended audience.

Texts that do not look like books or essays and that are structured in unfamiliar ways may leave educators with the perception that the authors of these texts lack necessary literacy skills. Are these students missing something, or are they coming to us with skills as researchers, readers, writers, and critical thinkers that have been developed in a context that faculty members may not understand and appreciate? The striking differences between the linear, print-based texts of instructors and the interactive, fluctuating, hyperlinked texts of the N-Gen student may keep instructors from fully appreciating the thought processes behind these texts. Learning how to teach the wired student requires a two-pronged effort: to understand how N-Gen student understand and process texts and to create a pedagogy that leverages the learning skills of this type of learner.

<td width="18"><strong>1.</strong></td> <td width="96%"><strong>Facilitate and Inspire Student Learning and Creativity</strong></td>

<td width="18"><strong>2.</strong></td> <td><strong>Design and Develop Digital-Age Learning Experiences and Assessments</strong></td>

<td width="18"><strong>3.</strong></td> <td><strong>Model Digital-Age Work and Learning</strong></td>

<td width="18"><strong>4.</strong></td> <td><strong>Promote and Model Digital Citizenship and Responsibility</strong></td>

<td width="18"><strong>5.</strong></td> <td><strong>Engage in Professional Growth and Leadership</strong></td>

We know they are student centric, wholistic, they are teaching about how to learn as much as teaching about the subject area.

These are the roles of a 21st Century educator: Teacher as leader, Teacher as writer, Teachers as 21st Century literacy activist.

But if students are asked to research on a liberally open and reasonably safe Internet, to evaluate and validate what they learn, to apply it to other findings, sift and select and then express what they’ve learned, <u>to be responsible for what they learn</u>, then you’re integrating something into the lesson that will not change — Literacy Habits.&nbsp; Even literacy skills will change.&nbsp; But the habits won’t.

If I were writing a manifesto for 21st century teaching and learning, one of the items would be, “The 21st Century classroom does not teach writing — it teaches communication.”&nbsp;&nbsp;

<p>We compute the reputation of Wikipedia authors according to how long their contributions last in the Wikipedia. Specifically, authors whose contributions are preserved, or built-upon, gain reputation; authors whose contributions are undone lose reputation. </p> <p>We call this a <em>content-driven</em> reputation, since the reputation is computed automatically via text analysis. This contrasts with other reputation systems, such as those in use at <a class="external" href="http://www.ebay.com"><img src="http://trust.cse.ucsc.edu/wiki/modern/img/moin-www.png" alt="[WWW]" height="11" width="11"> Ebay</a>, where buyer and seller reputations are computed on the basis of user-provided ratings.</p>