«According to a study by the Centers for Disease Control and Prevention, 22.3 percent of U.S. households with both landline and cell phones receive almost all of their phone calls on their mobile phone. That's 13.1 percent of all households in the United States. Combined with wireless-only households, 28.9 percent, or nearly 3 out of every 10 households, are reliant or almost completely dependent on cell phones. Now obviously Arbitron is aware of this problem. And, as they often tell us, coping with it is difficult and expensive. But what does it mean for these people to be - as a group - potentially stripped of qualification for your ratings? What does it mean for radio's effort to target younger audiences in particular? What does it mean when the 100 shares in your Arbitron rank don't include the one in four households who opt out of landlines?» Mark Ramsey

«The perception of radio is bad. That's what has to be turned around first - and you do that by improving the product. Repackaged you-know-what is still you-know-what.
This is the end result of delivering poor product to young people for over a decade.
Radio used to be a soundtrack to popular culture. Today, radio, especially formats appealing to the young, aren’t even close.» (Radio Heard Fear, John Gorman, RBR.com, 4/05/08)

«When public radio has to consider making its programs shorter because young listeners won’t listen, we officially have a documented attention span problem.
Of course, it doesn’t take any more than a few minutes in the company of the next generation before you realize that the number one problem going forward isn’t too many commercials or too little new music or stupid djs or lack of social networking. That, too. (...) In NPR’s case listening is up but for shorter periods. NPR is the last frontier of taking the time to do it right. If NPR is feeling the heat, commercial stations have a big problem they may not care to know they have. Break the programming down into smaller chunks. That is, one hour of music is fine if you're in the mood to listen for an hour. You'll rarely find a young person doing that. (...) One more thing -- you win the short attention span battle one minute at a time -- not one show at a time.This is something we definitely can do.»

Sobre o momento adolescente/a adolescência: «Moment psychologiqueou physiologique? Moment sociologique? Le premier revient à considérer une étape quasi-biologique, le second un champ social de luttes et de représentations entre groupes ou bien un effet de la structure des rôles, au sens structuro-fonctionnaliste, entre famille et société civile» (Glevarec, 2003c: 32) 

O panorama radiofónico francês relativamente aos jovens é um caso a parte - tanto quanto o conhecimento da realidade nos permite fazer essa afirmação (por exemplo relativamente a Portugal, Espanha, Grã-Bretanha, Brasil ou Estados Unidos, os mercado melhor conhecidos); seja pela realidade descrita nos estudos sociológicos de Hervé Glevarec (as rádios jovens que falam de problemas desses jovens e que deixam que sejam esses jovens a falar, basicamente a Skyrock, NRJ, Fun Radio), seja adesão dos jovens a essa realidade (numa grelha de preferências, consultados jovens dos 8 aos 19 anos, ouvir rádio é algo que cerca de 65% dizem gostar bastante, acima, por exemplo de ver um filme na televisão ou no video, abaixo dos 40%, sobretudo a partir dos 11 anos - 2003c, pag 7; 88,5% dos jovens entre os 11 e os 14 anos e 93,3% dos 15 aos 19 anos em França ouvem essas estações ou ainda Le Mouv' e Chérie FM; 2003d: 30)  seja pela qualidade, persistência e, permita-se, paixão dos próprios e múltiplos estudos - integrados num projecto de pesquisa sociológica liderado por Glevarec, com Pinot e Choquet, 'Radio libre, L'écoute  radiophonique des adolescents, Study Report; Department of Analysis and Forecasting, Ministry of Culture).

Nem a televisão, nem a escola nem a família: «L’intérêt sociologique de la radio en France réside dans le fait qu’elle est le seul espace d’une prise de parole et d’une apparition publiques des  adolescents, notamment parce qu’une part de sa programmation est une diffusion quotidienne d’émissions de radio libre ou libre antenne de plusieurs heures le soir» (2003c: 2-3)

«Ces émissions traitent directement de "problèmes qui concernent les adolescents et dans lesquels ils se reconnaissant» (2003c 3)

«La radio des adolescents trouverait utilement à être située sociologiquement dans la tension contemporaine entre deux théorisations inverses que sont le moment adolescent et la fin de l’enfance» (2003c 3)

A rádio funciona como um rito de passagem: «(...) nous voudrions proposer ici la notion de lieu de passage par analogie avec le "rite de passage" théorisé par Van Gennep» (2003c 4) 

«Les radios pour les adolescents sont à la fois agents de socialisation à ce que pourrait être un âge adulte et agents de socialisation à l’espace public.» (2003c 31)

O QUE É QUE A RÀDIO TEM DE ESPECIAL: «L’isolation et la durée momentanée de l’écoute, le décalage subjectif à son principe, les catégorisations et frontières symboliques produites, la position de mentor des animateurs, le cadre amical et professionnel de la production, tous ces éléments indiquent d’une part que face aux auditeurs, la radio produit des catégorisations, des signifiants et des repères, d’autre part qu’elle satisfait à l’autonomie ou au discours de f.’autonomie de la part des adolescents» (2003c 31)

«what characterizes youth radio is the presence also of so-called interactive or talk programmes. In the. UK and the US this is called zoo radio: 'a kind of mix of pop music, gossip, pop psychology and humour' (Glevarec 2003d: 30) 

«Youth radio stations in France broadcast two sorts of programmes each day: music; and, in the evening, between 9 p. m. and midnight - sometimes Iater - interactive talk.. This second type of programme, which the stations call 'libres antennes. ('free on the air' or 'free radio') is central and we would like to focus on it. Presenters and listeners who phone in taIk about a wide variety of topics, essencially 'problemes des jeunes': sexual practices, drugs, relationships between girls and boys and others, football, TV programmes, political news...» (2003d: 30)

«The central characteristic of youth radio stations is their mixed, or what we call their 'in-between' nature. This dimension is essential in order to characterize what is going on there, the type of link which is established with the presenters, and the enjoyment of the adolescents. (...) They exist in-between: between two social spaces, being both institutional and friendly, presenter and pal, presenter and switchboard operator» (33-34) 

(a partir de uma reflexão sobre a televisão)

«Es probable que los niños acudan a los videojuegos a falta de programas adecuados en la televisión.(...) Secundariamente, los videojuegos son una posibilidad atrayente como sustitución de una programación televisiva inadecuada» (SALGADO CARRIÓN, 2006: 99).

 «La relación entre radio y televisión en el marco de la audiencia infantil no tiene carácter antagónico, en el sentido de que cuanto mayor es la audiencia de uno de estos medios menor es la del otro, sino que la radio y la televisión funcionan como elementos complementarios sin que esto implique la dependencia de uno sobre otro»  (SALGADO CARRIÓN, 2006: 177).

Linda Tod (2002) fala numa 'playstation generation' («The playstation generation are already technologically literate – this literacy needs to be harnessed and used as a key to future learning and not just a source of amusement.») (pag 8)

Kearney e Skelton (2003) falam também numa 'geração playstation', «Today’s computing students arrive in our classroom familiar with a wide range of technology. They are used to rapid change and fast paced, interactive environments that this brings. This is the Playstation generation and engaging them in the classroom requires us to be innovative and creative with our learning strategies» (pág 1)

«What should we call these "new" students of today? Some refer to them as the N-[for Net]-gen or D-[for digital]-gen. But the most useful designation I have found for them is Digital Natives. Our students today are all "native speakers" of the digital language of computers, video games and the Internet.» (Prenski, 2001: 1)

«Today‟s students – K through college – represent the first generations to grow up with this new technology. They have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today‟s average college grads have spent less than 5,000 hours of their lives reading, but over 10,000 hours playing video games (not to mention 20,000 hours watching TV). Computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives.» (Prenski, 2001: 1)

« US teens are nearly universal users of the Internet and e-mail, according to the Pew Internet and American Life Project-National Commission on Writing report titled "Writing, Technology and Teens," conducted from September to November 2007. The study was conducted to determine the relationship between online and "real" writing. While educators hope to turn teens' heavy use of electronic text into solid writing skills, the data should also interest marketers who want to reach teens. [12-14 anos: 92%; 15-17: 96%] Responding teens were heavy users of electronic communications overall: 71% had a mobile phone, 59% had a notebook or desktop PC, 58% had a social network profile and 27% had a blog.»

«US Teens Compose Constantly Online», eMarketeer, APRIL 25, 2008

segundo Jerry Del Colliano (COLLIANO, Jerry del, Gen Y Consults Radio Inside Music Media, 14/04/08):

«(...) When I arrived at USC four years ago for my radio sabbatical, I was shocked to find young people so distanced from radio. It didn't take me long to find out why. Other alternatives. More time on the computer, cell phones, social networks like Facebook, but the worst cut of all was the one that could have been prevented. (...) So, here's what I observed as their advice to radio:
1. Too much repetition, not enough new music.

2. Feature knowledgeable djs.

3. Fewer commercials.

4. Make better commercials.

5. Forget HD.

6. Personalities are the appeal.

7. Make content for their portable devices.

8. They want to be your program director.

(um exemplo de como o comportamento da geração iPod - os seus hábitos, os seus comportamentos - vai influenciar a definição de um novo tipo de consumo, o consumo activo; no caso, ao não encontrarem na rádio as musicas de que gostam, procuram onde isso é possivel)

«Too much repetition, not enough new music. Any programmer knows that if you cut the playlist and play the hits, your ratings will go up. But with this generation it is different. They really do like obscure songs. Many are so anti-repetition that they will just walk away from it. Some can't understand why radio stations insist upon telling them that they play the greatest variety when the playlists are so obviously short. This is a deal breaker with the next generation» COLLIANO, Jerry del, Gen Y Consults Radio Inside Music Media, 14/04/08

«I don’t see technology as a foreign object “impacting” and “transforming” social life and cultural patterns. Rather, the relationship between technology and society is more organic and co-constitutive. Technologies are objectifications of particular cultures and social relationships and, in turn, are incorporated into the stream of social and cultural evolution. In other words, Japanese technology and usage patterns are likely to replicate in other contexts only to the extent that there are similarities in the overall “technosocial” ecologies of mobile media practice and communication. Nothing “inherent” in the mobile handsets themselves is socially or culturally transformative.» Mizuko Ito, “Personal Portable Pedestrian: Lessons from Japanese Mobile Phone,” Japan Focus, October 30, 2005., in Lasica, 2007: 17

OMNIPRESENTE (em tempo e espaço; a qualquer hora e a qualquer momento)«Indeed, the cell phone, rather than the personal computer, is the constant companion for today’s hip and socially networked consumer.Why wait until you get home to log onto the PC to tell your 10 closest friends about your date? Teens use a network-friendly cell phone to relay stories, pictures, and videos instantly. “You can use [the mobile application] in this 2- or 3-minute gap while waiting for a train,” Kakul Srivastava, product manager for photo-sharing site Flickr, told Business Week. “People are out there, living their lives. They are not sitting in front of the computer.”Olga Kharif, “Social Networking Goes Mobile,” Business Week, May 31, 2006. Available at http://www.businessweek.com/print/technology/content/may2006/tc20060530_170086.htm.) (LASICA, 2007: 11)

INTERACTIVIDADE ao máximo «(...) wireless technologies are already affecting how members of the Mobile Generation interact with others—across the hall, down the street, or around the globe—through text, voice, and pictures. On a deeper level, we are beginning to see glimpses of how increased connectivity will affect such basic underpinnings of our social fabric as individuality, privacy, and identity. For example, the combination of location-specific technologies with mobile-commerce records can create a profile of individual actions, behavior, and even thought that exceeds anything previously possible» (LASICA, 2007: 15)

«Companies such as Google, Yahoo!, and Facebook have designs on mobile social networking. “The connectivity of technology has moved mobile,” said moderator Charles M. Firestone, executive director of the Communications and Society Program at the Aspen Institute. That facet of ongoing dialogue can be witnessed not only in texting but in the phenomenon of sharing photos, and now videos, with friends, colleagues, and loved ones.» (Lasica, 2007: 20)

«A recent survey found that 80 percent of Americans ages 18 to 29 own cell phones, and 65 percent of those users send text messages on a regular basis. (...).[Allen G. Breed, “Nation Takes to Texting,” Associated Press, October 16, 2006].A vice president at the research firm M:Metrics told Advertising Age, “They [cell phone users age 13-17] are crazy for mobile. They see [a mobile device] as this little digital communicator that they can take with them wherever they go.” Bradley Johnson, “Connected and Craving: Teens Hungry for Latest Cellphone Technology,” Advertising Age ,March 20, 2006.Available online: http://adage.com/americandemographics/article.  (...)the Pew survey found differences in cell phone use among various age groups. The survey makes clear that young cell phone users—those between ages 18 and 29—have different experiences with their cell phones than do older Americans. Compared to older cell phone owners, young adults are more likely to reserve their calls until the hours that do not affect the minutes used in their rate plan; they are more likely to make spontaneous calls when they have free time; they are more likely to use a cell phone to avoid disclosing where they are; and they are more likely to feel burdened by the intrusions the cell phone brings into their lives. In addition, they are more likely to experience sticker shock when monthly bills arrive.Rainie and Keeter, “How Americans Use Their Cell Phone.”.Young people in particular are embracing forms of participatory media. Already, 33.2 percent of 18- to 24-year-old Americans post photos to Web sites via mobile phones, according to another survey.Olga Kharif, “Social Networking Goes Mobile,” Business Week,  May 31, 2006. Available at  http://www.businessweek.com/print/technology/content/may2006/tc20060530_170086.htm (...) Studies show that young consumers are among the heaviest users of premium wireless features such as messaging, game downloads, photo services, sports information, and entertainment news. Teens ages 13-17 use phone features to get restaurant and movie information at more than twice the national average.» (Lasica, 2007: 10)

«(...) First, in the 18-34 demo, this youngest surveyed segment spends far more time listening to “personal music” (CDs, MP3s) (46%) than to AM or FM broadcasts (27%). Second, the computer is the most popular “player” for 18-34’s “personal music” (as opposed to stereos or CD players), which shows they’re comfortable with the PC as a music source. Yet this demo only spend 12% of listening time with online radio, so perhaps there’s an opportunity for webcasters to grow with this audience segment. (...) Why is listenership not growing faster? The biggest reason given: 78% said they’re “just not in habit yet,” which is a behavior that can change. More alarminly, 69% said Internet “buffering” issues made it too annoying to listen.

fonte: RAIN NEWS 04/17: RAIN SUMMIT RECAPS, for more from the RadioNext study, click here.

«(...) music can relieve tension; provide escape or distraction from problems; relieve loneliness; fill the time when there is nothing much to do; ease the drudgery of repetitive menial tasks and chores; fill uncomfortable silence; provide topics of conversation; make parties more lively; teach new vocabulary; articulate political attitudes; and perform many other uses for the listener (Christenson & Roberts, 1998). It is, in other words, an equipment with many uses» (Roberts et al, 2001: 398)

«For most kids, most of the time, music is a source of pleasure. They listen not to analyze lyrics and learn about the world, not to sort out emotions and feelings, not to facilitate social interaction, but simply because they like it. To be sure, popular music does teach them things, does help them to sort out emotions and feelings, does facilitate social interaction» (Roberts el at, 2001: 410) 

[confusão positiva ou negativa para a rádio?]

Roberts e Christenson perguntaram a um grupo de jovens (pré e universitários) que meio escolheriam para levar para uma ilha deserta, dando como opções um receptor de televisão, livros, videojogos, computador, jornais, gravador video e cassetes video, revistas, rádio e gravações musicais (e formas de as tocar). . Since radio is almost exclusively a music medium among adolescents, radio and recordings were combined into a single "music" category».  (Roberts, 2001: 395). A musica veio em primeiro lugar em todas as opções e combinações; a televisão em segundo. «More than 800/0 of :he total sample made music one of their first three choices, and music was the first choice or nearly half.»

We agree with Keith Roe that, "in terms of both the sheer amount of time devoted to it and the meanings assumes, it is music, not television, that is the most important medium for adolescents" (Roe, 1987,pp.215-216) (Roberts et al 2001: 395)

«It should also be noted that music-listening estimates based only on radio use (e.g., Brown et al., 1986; Brown et al, 1990; Greenberg, Ku, & Li, 1989; Lyle & Hoffman, 1972) will produce lower figures than those that include questions about CD and tape playback and time spent watching music videos» (397) 

«(...) most studies have a tendency to underestimate young people’s popular music listening. Music is often a secondary, backgroound activity appearing in the adolescent’s environment without any conscious decision to introduce it. (...) Obviously, music’s tendency to slip between foreground and background raises questions about what kind of "listening" should be counted as true exposure» (397)   (USADO EM GERAÇÂO IPOD)

«Subrahmanyam and Greenfield (l994) found that practice on a computer game (Marble Madness) reliably improved spatial performance (e.g., anticipating targets, extrapolating spatial paths) compared with practice on a computerized word game. Similarly, Okagaki and Frensch (1994) reported that ractice on the the computer game Tetris (a game that requires the rapid rotation and placement of seven different-shaped blocks (...)) significantly improved undergraduate students' mental rotation time and spatiaI visualization time on computerized spatial performance tests (...).Another study explored the role of interactive games in developing strategies for keeping track of events at multiple locations on screen. In a task where an icon could appear either of two locations (but with unequal probabilities), the researchers found that expert video game players had faster response times than novices at both high - and low - probability positions of the icon.  (Subrahmanyam et al, 2001: 83-84)

[isto irá relacionar-se com as novas utilizações/tendencias do segundo choque; os videojogos têm caracteristicas que fazem mudar o comportamento e as exigências dos novos consumidores]

«In the mid-1930s, children 9 to 12 years old listened to radio approximately 2 to 3 hours a day (DeBoer, 1937; JersiId, 1939). Lyness (1952) surveyed third-, fifth-, seventh-, ninth-, and eleventh-grade students in 1950 who lived in cities that had newspapers, radio stations, and movie theaters (but no television yet). All the children, except third-grade boys, named named radio as their most frequently engaged in activity at home in the evening. Overall, for girls time spent listening to radio increased with age, while for boys it decreased after the peak around fifth or seventh grade.

Even when television became the main mass medium, the amount of time that children and young adolescents spent listening to radio was very similar to earlier radio days. Confirming radio's consistent listenership, Lyle and Hoffman (1972) report that, even when television was the most favored medium, among their subjects, half of the first graders and 80% of the sixth graders reported listening to radio on the preceding day. Furthermore, 24 % of tenth graders reported listening 5 hours or more a day. This study shows that, regardless of television's dominance, at least children were still enjoying radio. Furthermore, they found that, with increasing age, more time was spent with radio and less withtelevision. » (PAIK, 2001: 11-12) 

«La radio des jeunes est en effect à la fois une forme culturelle et un certain type d'object social» [a reflexão do autor tem em conta a existencia de emissões ditas de 'antena livre' à noite ou ao fim da tarde em rádios destinadas aos jovens, emissões interactivas em que participam os ouvintes via telefone, emissões que foram reguladas pelo Conselho Superior do Audiovisual em 2003](Glevarec, 2004: 2)

«Les "libres antennes" des "radios jeunes" s'élaborent, elles, dans une ambiguïté de cadre: celui-ci n'est ni pleinement sérieux, ni pleinement ludique, ni tout à fait professionnel ni tout à fait ordinaire, ni strictement formaté, ni strictement situé. D'un point de vue très général, les "libres antennes" sont produites dans un cadre ludique et générationnel, où la transgression civile a jusqu'à maintenant été acceptée, mais un cadre qui doit rester dans les limites de sa transformation en une situation d'irrespect des personnes.» (Glevarec, 2004:3)

[isto remete-nos para a existência em França de programação que interessa aos jovens, ao contrário do que acontece em Portugal, por exemplo] 

«The switching of attention from one task to another, the toggling action, occurs in a region right behind the forehead called Brodmann's Area 10 in the brain's anterior prefrontal cortex, according to a functional magnetic resonance imaging (fMRI) study by Grafman's team. Brodmann's Area 10 is part of the frontal lobes, which "are important for maintaining long-term goals and achieving them," Grafman explains. "The most anterior part allows you to leave something when it's incomplete and return to the same place and continue from there." This gives us a "form of multitasking," he says, though it's actually sequential processing. Because the prefrontal cortex is one of the last regions of the brain to mature and one of the first to decline with aging, young children do not multitask well, and neither do most adults over 60. New fMRI studies at Toronto's Rotman Research Institute suggest that as we get older, we have more trouble "turning down background thoughts when turning to a new task," says Rotman senior scientist and assistant director Cheryl Grady. "Younger adults are better at tuning out stuff when they want to," says Grady. "I'm in my 50s, and I know that I can't work and listen to music with lyrics; it was easier when I was younger."»

fonte: Mar. 19, 2006 The Multitasking Generation By Claudia Wallis Time

«Today 82% of kids are online by the seventh grade, according to the Pew Internet and American Life Project. And what they love about the computer, of course, is that it offers the radio/CD thing and so much more--games, movies, e-mail, IM, Google, MySpace. The big finding of a 2005 survey of Americans ages 8 to 18 by the Kaiser Family Foundation, co-authored by Roberts, is not that kids were spending a larger chunk of time using electronic media--that was holding steady at 6.5 hours a day (could it possibly get any bigger?)--but that they were packing more media exposure into that time: 8.5 hours' worth, thanks to "media multitasking"--listening to iTunes, watching a DVD and IMing friends all at the same time. Increasingly, the media-hungry members of Generation M, as Kaiser dubbed them, don't just sit down to watch a TV show with their friends or family. From a quarter to a third of them, according to the survey, say they simultaneously absorb some other medium "most of the time" while watching TV, listening to music, using the computer or even while reading.»

fonte: Mar. 19, 2006 The Multitasking Generation By Claudia Wallis Time

«iPod/Portable MP3 Player Now a ‘Must Have’ Among Teens» (slide 28):

12-17 anos: Janeiro 06: 42%; Janeiro 2007: 54%; Janeiro 08: 73%

18-24 anos: 31%, 39%, 51%

25-34: 30, 38, 48%

35-44: 30, 38, 46%

IMPACTO NA ESCUTA DE RÀDIO:

«Only 10% Report Less Radio Listening Due to Time Spent with iPod/MP3 Player» (slide 31):

Menos 10%

Mais 4%

Sem efeito 21%

«Ipod/MP3 Player Has Greater Impact On Radio Among 12-24-Year-Olds» (% By Age Group Who Are Spending Less Time with Over-the-Air Radio Specifically Due to Time Spent with iPod/Other Portable MP3 Player): 12-17: -22%; 28-24: -17%; 25-34: -12%; 35-44: -9% (slide 32)

CONCLUSÃO« New iPod models Continue To Fuel Growth of Portable MP3 Players: The introduction of the iPhone and new iPod models continue to propel growth. Nearly four in ten Americans now own an iPod or other portable MP3 player. Continued growth and ubiquity means media companies need to have a podcast and iPod/MP3 player strategy.»

«In Maslow’s hierarchy of needs -- that we studied in psych class -- it begins with the basics at the bottom of a pyramid. For example, physiological needs like breathing, food, water, sex, sleep, etc are basic needs before the others can be possible on top of these.

Let’s see what happens when the next generation’s media needs (as I observe them) are plugged into Maslow’s hierarchy of human needs:

Physiological = Computer (the basis of media life itself)
Safety = Cell Phone (provides security in actuality and in social life)
Love/Belonging = Facebook (friendship, community, sexual playfulness)
Self-Esteem = iPod (respect for music, respect for other’s music)
Self-Actualization = YouTube (creativity, spontaneity)»

Jerry Del Colliano, Music Inside Media, Gen Y’s Media Hierarchy of Needs 10/04/08

«Les huit activités principales les plus fréquemment notées par les adolescents, pendant l'écoute de la radio sur le journée moyenne dont on agrège les unités minimales de temps, sont des activités domestiques. (...) En effet, quel est le plus important ? L'activité dite "principale" ou bien la situation qu'elle forme avec l'écoute de la radio? Que la radio accompagne une autre activité veut-il dire qu'elle y est logiquement soumise? (...) La consommation solitaire et partagée, l'écoute domestique et délocalisée, la pratique du , latin, de l'après-midi et du soir par les adolescents font de la radio un objet multifonctionnel» (Glevarec, 2003b: 325)

APESAR DISSO, Glevarec recusa a função secundária da rádio, enunciada por Crisell:

«La radio n'a plus rien ici de l'objet aveugle et secondaire. Elle est un objet "immense" qui concerne tout aussi bien la place de la musique chez les adolescents, que les expériences à cet âge, ou encore le marquage de leur territoire par rapport aux parents.» (Glevarec, 2003b: 332(14))

«(...)l'écoute va devenir plus domestique, s'inscrire dans une «culture de la chambre» [citando Simon Frith, The Sociology of Rock]. Il semble y avoir là une très forte interdépendance entre culture et support de consommation.» (Glevarec, 2003: 87)

«L'usage dominant que les adolescents font des radios qu'ils écoutent est un usage plutôt privatif. À la différence de l'Angleterre où la possession d'un téléviseur dans la chambre des adolescents est le fait de l'ensemble des classes sociales, seule la radio est, en France, le média possédé par la majorité des adolescents dans leur chambre. La radio de la chambre est traversée par la construction d'une séparation d'avec l'extérieur, tandis que les radios partagées (la cuisine, la voiture...) sont le lien d'une discussion entre membres de la famille autour des préférences» (Glevarec, 2003: 90) 

«La radio pour les adolescents est, d'une part, un des supports d'une pratique juvénile décisive, à 'oir l'écoute de la musique, d'autre part, le lieu d'un investissement qui, chez les 14-16 ans, l'inscrit ans un véritable 'moment radiophonique adolescent' » (Glevarec, 2003, 85)

«La radio occupe une position double dans les pratiques des adolescents. Elle est à la fois un espace d'identification, à travers le "style", et un espace d'apparition de par son insertion dans la construction anthropologique de l'adolescence. Elle est traversée par une double catégorisation, identitaire et générationnelle. L'une porte sur la contribution de la radio à l'intégration, l'autre sur son apport à la construction du "moment adolescent" par rapport au temps et au monde adulte» (Glevarec, 2003b: 326) 

«D'un point de vue socio-historique, l'écoute adolescente des radios manifeste d'une part un fait générationnel - elle concerne les individus nés depuis les années 1980 -, d'autre part le moment adolescent comme moment de passage, de transformation, de questionnement et comme espace culturel propre en termes de style. Elles constituent un lieu d'identification pour certaines catégories de jeunes, à travers le genre de musique qui y est privilégié, mais aussi à travers les animateurs, les intervenants et les sujets qui s'y manifestent. » (Glevarec, 2003b: 332/14)

«More than half of all online teens who go online create content for the internet. Among internet-using teens, 57% (or 50% of all teens, roughly 12 million youth) are what might be called Content Creators. They report having done one or more of the following content- creating activities: create a blog; create a personal webpage; create a webpage for school, a friend, or an organization; share original content they created themselves online; or remix content found online into a new creation.» fonte: Amanda Lenhart e Mary Madden,Teen Content Creators and Consumers, Pew Internet & American Life Project, 2005, pag 1

«Overall, one-third (33%) of online teens report sharing their own artwork, photos, stories, or videos with others via the internet.» (pag 2)

«the study, “Kids on the Go: Mobile Usage by U.S. Teens and Tweens,” includes “insights from more than 5,500 teens and tweens and dissects how these demographic segments are engaging with mobile and traditional media.”

"In addition to the differences between adult and youth media consumers, there's an important gap between the media behaviors of teens and tweens," said Herrmann. "This report, which includes insights from more than 5,500 teens and tweens, dissects how these demographic segments are engaging with mobile and traditional media."
 

Teens vs. Tweens
• 48% of tweens spend less than one hour per day online, and the majority use online for gaming.
• 81% of teens spend more than one hour per day online, and the main usage is for email.

«Two thirds of young people aged 16 - 21 now listen to some form of mobile music on the go, MOBILE PHONES ARE MUSIC TO THE EARS FOR RADIO SAY TNS, TNS 26/02/08

Reflexões sobre o multitasking, a partir do estudo A Internet em Portugal (2003-2007, do Obercom):

Multitasking pressupõe pelo menos duas actividades em simultâneo; multitasking não deverá partir de ter a internet ligada (o browser aberto) mesmo que 'parado'; multitasking terá de pressupor estar a ver videos e a visitar um museu, ouvir rádio ou musica e ler um jornal, ver um episodio e de vez em quando ir ao MSN, enquanto ele decorre (porque se houver pausa já só há  função);

de qualquer forma, é possivel que a partir de determinados questionários, em que as questão não fique clara, seja o respondente a revelar a sua propria representação do que é usar a internet;

«Media multitasking involves using TV, the Web, radio, telephone, print, or any other media in conjunction with another. Also referred to as "simultaneous media use," this behavior has emerged as increasingly common, especicially among younger media users, and has gained significant attention in media usage measurement, especially as a new opportunity for cross-media advertising. Much of this multitasking is not inherently coupled or coordinated except by the user. For example a user may be surfing the Web, using e-mail, or talking on the phone while watching TV.»

Os humanos (jovens ou não) sempre fizeram multitasking: estudar e ouvir musica, por exemplo; conduzir e ouvir musica; dar de mamar a uma criança e ver televisão ou ler; agora a tecnologia permites-lhes realizar, mais vezes, duas ou mais tarefas ao mesmo tempo (musica no rádio,m no iPod ou no computador, estudar e instante message com os amigos): conversar com uns auscultadores nos ouvidos (um pelo menos); diversos gadgets

ver: The multitasking generation C Wallis - Time, 2006 - fritzhubbard.org

«Even more than X, members of Generation Y are intensely tribal creatures. Young people's reliance on friendship groups is nothing new. What is new is that Generation Y expects to be committed to friends well beyond young adulthood. (...) For Yers, friends are like family only better. » (Huntley, 2006: 25)

«Communication technology-in the form of mobiles, email, online chat and of course texting-has become an indispensable tool for Gen- Yers in maintaining their friendship network (and their own status within it). (...) But everyone I spoke to used at least one of these technologies to organise their social life. (...) Yers are texting each other in movie cinemas, on buses, in cafes and under the table in university tutorials. (...) Limited access to technology means a hampered social existence for Yers.»  (Huntley, 2006: 36)

«They were born and raised in a global society where consumerism and capitalism are natural conditions and go largely unchallenged. To them, technology is their natural ally, a necessity rather than a luxury, the solution to all imaginable problems.» (Huntley, 2006:2)

«The interaction between technology and Generation Y has been the subject of much research and public commentary. It is clearly the most technologically savvy generation yet, a group that has never known a world without remote controls, CDs, cable TV and computers. Of course this has ramifications for the workplace and the marketplace. The future of communications companies and electronic manufacturers is certainly secure. But Gen y's understanding and early adoption of new technologies goes beyond its seemingly unique capacity to program the household DVD. Generation Y's mastery of and reliance on technology has altered the way it views time and space. » (Huntley, 2006: 17)

«They are the most media savvy, educated, and wired population to have ever walked the earth. They are also the largest trend-setting population since the Baby Boomers.»

«Technological progress - which served as a liberating purpose to Boomers, and a diversifying purpose to Gen Xers - is serving a new unifying purpose for today's teens. Ownership of tech tools and toys has become a badge of generational membership. While the percentage of kids with their own rooms keeps rising (76 percent in 1997), those rooms keep filling up with gadgets» (Howe, 2000: 272)

«Technology always means something new to each generation. The young Silent regarded computers as necessary adjuncts to American technocracy, with mainframes at the apex of vast institutional pyramids. Young Boomers shattered the telscreen and invented the new personal computer, which allowed each person to be his own creative island. GenX hackers and IPO dealmakers have taken this new high-tech individualism and exploited its bottom line. Now Millennial teens are using computers to do group projects and communicate among networks of friends. For this generation, computers are definitely fun - but not necessarily liberating. In software ads, adults are shown solo near the monitor, but the kids are shown in groups. As more of them spend a growing share of the day at on-line computers equipped with Instant Messaging and "buddy lists", Millennials can stay in almost uninterrupted contact with each other - at home, on vacation, wherever. On-line or off, Millennials usually maneuver in teams and under adult supervision, far beyond anything Boomers or Gen Xers ever encountered with the technologies of their own child or teen years.» (Howe, 2000: 275) 

«Today's teens want a name that is a founding word, a word that respects their newness, a word that resets the clock of secular history around their timetable. "Millennial" acknowledges their technological superiority without defining them too explicitly in those terms. It's a name that hints at what their rising generation could grow up to become - not a lame variation on old Boomer/Xer themes, but a new force of history, a generational colossus far more consequential than most of today's parents and teachers (and, indeed, most kids) dare imagine» (Howe, 2000: 12)

«"Several thousand people sent suggestions to abcnews.com. Some thought that gen.com would be a good idea. Others said Generation Y, Generation Whatever. Gen-D was one. The Boomlets. The Prozac Generation. When everyone got talking about it online, the second-largest number thought there should be no label at all, and the greatest interest was in the Millennium Generation, or the Millennials." -Peter Jennings, ABC World News Tonight, 12/19/97.

 TOP TEN SUGGESTED NAMES (abc.com poll):

1. Millennialls

2. "Don't label Us"

3. Generation Y (or Why?)

4. Generation Tech

5. Generation Next

6. Generation .com

7. Generation 2000

8. Echo Boom

9. Boomer Babies

10. Generation XX»

(Howe, 2000: 6)

«By a margin of over four to one, the teens in our survey preferred "Millennial" over "Y".(Howe, 2000: 12)  

«Ser jovem tornou-se numa aspiração, numa pressão da sociedade ocidental, que está a envelhecer ano após ano. As mudanças demográficas estão a provocar alterações profundas em termos económicos e sociais, com repercussões nas atitudes e comportamentos dos indivíduos. Uma das alterações mais visíveis é o adulto que se comporta eternamente como jovem. A valorização exacerbada de tudo o que é jovem advém da importância desta faixa etária em termos económicos (poder de compra e faceta altamente consumista), mas essencialmente, do poder de influência e persuasão que tem junto da sua (enorme) rede de amigos e familiares. (...) O estudo da Publicis permite ver além das aparências. Os jovens manifestam comportamentos complexos e incoerentes, mas apenas ao olhos dos adultos: vulneráveis, mas poderosos (dependentes, mas influenciadores da sociedade e do mercado); intimidade no anonimato (net); saudáveis, mas pouco (rejeitam junk food e consomem drogas e álcool); críticos mas mega-consumidores; individualistas, mas integrados no todo (egoístas e altruístas). Estes comportamentos paradoxais espelham, de certa forma, uma sociedade cheia de contradições: mais eficiente devido à tecnologia, mas com menos tempo disponível; sem tabus, mas a um preço demasiado elevado (ex.: Sida). Não obstante o comportamento paradoxal, as motivações dos jovens são extremamente consistentes e duradouras.»

fonte: Estudo TWEENS traça perfil dos jovens portugueses, Sapo Mulher, Març08

Nos Estados Unidos, a expressão Millennials é muito abundante e serve para descrever todos aqueles que nasceram depois de 1980. É uma expressão sobretudo demográfica, ainda que muitas vezes usada em diversos contextos sociais, e corresponde a um alinhamento sequencial de classificação de gerações muito tradicional nos Estados Unidos.

A expressão foi criada por «Strauss and Howe (William Strauss and Neil Howe) are authors and speakers known for their theories about a recurrent cycle of generations in history. The two have co-authored a number of books on the subject and have a publishing, speaking and consulting company called Life Course Associates» (wikipedia); «The Fourth Turning (1997) is the third book by William Strauss and Neil Howe. It expands the theory they presented in their first book Generations by examining the generations in Anglo-American history since the War of the Roses (1459-1487). It classifies every generation into an archetype explaining the function, motivation and course of each. The second half of the book specifically looks at the five most recent generations (G.I., Silent, Boomers, 13th and Millennial)»

«Meet the Millennials, born in or after 1982 (...) » (Howe, 2000: 4); nascidos até 2002 (pag 41)  

«The first Millennial babies were born in 1982, walked in 1983, talked in 1984, reached kindergarten in 1987, and entered middle school in 1994 and high school in 1996.» (Howe, 2000: 309)

Mascheroni et al no seu estudo Young italians' cross media cultures criam uma amostra que vai desde pré-adolescentes (11-13), passando pelos adolescentes (14-18), continuando com os jovens (19-24) e terminando nos jovens-adultos (25-35).

(ou seja, nascidos entre 1973 e 1977)

«At Boulder-based iggli Inc., 18- to 24-year-old employees occupy the driver's seat.
Musicians and social networking mavens just out of college advise equally youthful software developers about features and functions to include in the company's Web site - www.iggli.com.
That's exactly what company executives want.
iggli targets the leading edge of the "Millennial Generation" - people 18 to 24 years old - a market segment coveted by the music industry and consumer products companies.
"Employees need to represent our target market," said Holly Hamann, iggli's vice president of marketing. "We can't teach the middle-aged (people) how to be 18. We can teach 18 year olds how to do marketing and product development."»
Music, social networking site run, managed by 'Millennials' By Lyla D. Hamilton Boulder County Business Report March 13, 2008

«To try to answer these questions we began a research project into the world view of Generation Y, those aged 15 to 25. (...)together analysed young people's conversations as they responded to music, clubbing, films, TV soaps and culturally iconic images.»(Cray, 2006: 3)

«Techno-savvy Yers are now usurping "intectual authority" in their homes and classrooms, leaving parents and teachers both confused and awed. (...) They're proud owners of impressive electronic portfolios filled with website designs, home pages, and Internet resource guides. They know how to use the Internet as efficiently as older generations used the library, but in this case, gaining instant access to people, events, and ideas (...) Gen Yers are wired for the future. Slow, unwieldy processes are out; streamlining is in. "One size fits all" is out; customization of anything is in. Passive learning is out; interactivity is in.» (Martin e Tulgan, 2001: 6) 

«Gen Yers want technology - and everything else - right now. Gen Xers are in a hurry, no doubt; they want to know what you have to offer them next week. But Gen Yers want to know what you have to offer them right now. Remember, whereas Gen X grew up witnessing Moore's Law-"Technology doubles every two years"- in action, by the time Gen Y was entering its teenage years, technology was beginning to outpace that law. Most Gen Yers have been using computers since preschool and can dazzle the greatest techies of Gen X; with that skill comes an expectation of immediacy» (18) Of course, youthful impatience is something common to every generation as it comes of age. But Yers often exhibit distinctive, healthy impatience when their tasks and responsibilities are at stake» (21)

«Generation Y is a technological generation that takes computers, emailing, text messaging and the Internet for granted. This is particularly interesting from our point of view since the digital revolution has enabled the further expansion and diversification of popular culture» (CRay, 2006: 7)

«Demographers have also been unable to agree on the new generation's exact parameters. Those who refer to Gen Yers as "Echo Boomers," children of the baby boomers, identify this generation as a huge one, spanning 20 years om 1978 to 1998. Others cut the gap to 10 years, defining Gen Yers as those born between 1978 and 1988. Both views are problematic. Since a generation is an identifiable age group with a shared historical experience, the time span of each new generation shortens as the pace of change accelerates. (...) If we are to define the next generational group, or cohort, any meaningful way, the time span must be shorter still, no more than seven years. That is why we have focused this study on those born between 1978 and 1984»(Martin e Tulgan, 2001: xii)

«Demographers, unable to agree on a defining label for this generation, have called them the Millenniums, Genation www, the Digital Generation, Generation E, Echo Bomers, N-Gens, and, most often, Generation Y. Ask these young people to define themselves, though, and will hear something far more creative: the Non-Nuclear Family Generation, the Nothing-Is-Sacred Generation, the Wannabes, the Feel Good Generation, CyberKids, the Do-or-Die Generation, the Searching-for-an-Identity Generation. .»(Martin e Tulgan, 2001: xi)

«Em 2006, a EMI, uma das quatro maiores editoras do mundo, convidou alguns adolescentes para ir à sua sede para conversar com os executivos sobre os seus hábitos musicais. No final do encontro, os directores da EMI agradeceram os comentários e convidaram os adolescentes a escolher à vontade os CD que estavam amontados em cima de uma mesa. No entanto, nenhum dos adolescentes quis qualquer CD, muito embora fossem de graça. ‘Foi neste momento que percebemos que o jogo estava completamente perdido’, disse uma pessoa que estava no encontro.» («IN 2006 EMI, the world's fourth-biggest recorded-music company, invited some teenagers into its headquarters in London to talk to its top managers about their listening habits. At the end of the session the EMI bosses thanked them for their comments and told them to help themselves to a big pile of CDs sitting on a table. But none of the teens took any of the CDs, even though they were free. “That was the moment we realised the game was completely up,” says a person who was there.»

fonte: From major to minor Jan 10th 2008 From The Economist print edition

The survey, commissioned by Robert Half International and Yahoo! HotJobs, examines the professional priorities of the most senior members of Generation Y or the “Millennials” -- those who have already started a career or will soon start one. More than 1,000 adults between the ages of 21 and 28 were polled for the project. The findings are available in a report, What Millennial Workers Want: How to Attract and Retain Gen Y Employees.