Are we preparing our Generation Cs well?

According to Bruns (2011), Generation C is 'the generation responsible for the development and popular success of open source software, legal and illegal filesharing, creative content sites such as Youtube, citizen journalism, social networks, and the massively multi-user knowledge management exercise'. The scholar appeals for educators to equip graduates for participation in such produsage (active producers and users of content) environments.
I would like to think that current teaching practices have evolved to incorporate and model the processes of produsage. Firstly, in my critical thinking classes, we actively engage learners to discern any information that they have come across on social media, and to look beyond the surface to examine the sources for that information. We do so through problem-based learning, where students work through a problem situation in a real context by putting on their critical lens. Secondly, we are encouraging students to collaborate by working on the problem statements together, and yet must be able to distinguish their own work from the collaborative work that is submitted. These help students to see their own role as active produsers within the collaborative community.

Perhaps what we are not doing so well yet is what the author calls, 'the enhanced capacities to combine, disassemble, and recombine specific artefacts in their pursuit of personal understanding'. My students found it challenging to integrate and combine different ideas into a new artefact. What I can do for my students is to model the process and show good samples of other students' work.

Even though this article was written exactly 10 years ago, it does made me reflect on my teaching practices.

Bruns, A. (2011). Beyond difference: Reconfiguring education for the user-led age (Links to an external site.). In R. Land & S. Bayne (Eds.), Digital Difference (pp. 131-144). Brill Sense.