3.0.1 "A geração iPod"

Reduzir o tempo dos programas, para captar novos ouvintes

«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.»

A (impossibilidade de) definição de uma geração

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) 

A rádio para adolescentes em França

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 falta de programações adequadas aos interesses dos mais novos (a relação com a rádio)

(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).

Geração Playstation

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)

 

Os nativos digitais (e outras designações)

«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)

A primeira geração que cresceu com as novas tecnologias

«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)

A Internet generalizou-se nos jovens (EUA)

« 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

 

Uma relação diferente com a música (personalizar e 'cauda longa')

(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

Uma explicação para a adesão dos jovens à tecnologia

«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

Comportamentos da geração iPod (relativamente aos telemóveis) com influência

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)

Os jovens norte-americanos e os telemóveis

«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)

 

 

Mesmo na net a rádio não é um hábito

«(...) 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.

Efeitos da música

«(...) 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) 

Uma oportunidade para a rádio (a música)?

[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)

Os videojogos e o desenvolvimento de competências cognitivas

«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]

A relação (histórica) entre jovens e rádio

«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) 

A rádio como forma cultural e objecto social

«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] 

Multitasking adaptado aos jovens

«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

Mais do multitasking

«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