digital visitors and residents: project feedback

DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING

9th December 2011

Digital Visitors and Residents: Project Feedback

Developing Digital Literacies - #jiscdiglit

Visitors & Residents - #vandr

David White (Co-PI)

@daveowhite

University of Oxford

Dr. Alison Le Cornu

University of Oxford

Dr. Lynn Silipigni Connaway (Co-PI)

OCLC Research

Dr. Donna Lancllos

University of North Carolina, Charlotte

Lynn Silipigni Connaway, Ph.D. Senior Research Scientist OCLC Research

David White (@daveowhite) Co-Manager Technology Assisted Lifelong Learning University of Oxford

Donna Lanclos, Ph.D. Associate Professor for Anthropological Research University of North Carolina, Charlotte

Alison Le Cornu, Ph.D. Research assistant Technology Assisted Lifelong Learning University of Oxford

‘I just type it into Google and see what comes up.’ (UKS2)

‘I always stick with the first thing that comes up on Google because I think that’s the most popular site which means that’s the most correct.’ (USS1)

‘I knew that the internet wouldn’t give me a wrong answer.’

(UKS4)

Background •The Digital Information Seeker: Report – Connaway, et al.

2010 •Thriving in the 21st Century: Learning Literacies for the Digital Age (LLiDA Project) – Beetham. et al. 2009

•Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents’ (blog post) – White. 2008

•Information Behaviour of the Researcher of the Future – Nicholas. et al. 2008

•‘If it is too inconvenient I’m not going after it:’ Convenience as a Critical Factor in Information-seeking Behaviors.” – Connaway, et al. 2011

Even confident internet users often lack evaluative and critical skills.

LLiDA project: http://www.academy.gcal.ac.uk/llida/

DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING

Digital Visitor Digital Resident

Visitor Resident

Video: goo.gl/dny1h

Paper: goo.gl/RFSLz

Visitor Resident Unseen Instrumental Functional Individual

Visible

Networked

Communicative

Communal

Page 12

Phase 2: Months 7-12 Establishing, Embedding, and Experienced Add 15 to original 30 = 45 participants

Phase 3: Months 13-24

Track 24 participants Online survey of 400 students and scholars

Phase 4: Months 25-36

Emerging 6 students

Phase 1 participant demographics

• 30 participants • 19 females, 11 males • 21 Caucasian, 3 African-American, 1 Caucasian-

Thai, 1 Hispanic, 4 unidentified • 15 secondary students • 15 university students

Methodology:

•Interviews •Diaries •Survey •Mapping

Interview Questions

1. Describe the things you enjoy doing with technology and the web each week.

-------- 6. If you had a magic wand, what would your

ideal way of getting information be? How would you go about using the systems and services? When? Where? How?

Code book I. Place

II. Sources

III. Tools

IV. Agency

V. Situation/context

VI. Quotes

VII. Contact

VIII. Technology Ownership

IX. Network used

Code book IV. Agency

A. Evaluation

B. Decision/Choice

1. Convenience

2. Familiarity

3. Repetition

4. Relevance

5. Authority/Legitimacy

6. Available time

Etc.

Visitor Resident

Personal

Institutional

Engagement Maps

UKU3

USS4

USU3

Programmatically?

•Map the Code book to the Visitors and Residents continuum

•Compare the mappings between

Educational stages

Questions?

Information-seeking cycle

‘I simply just type it into Google and just see what comes up’ (UKS4)

Sources

UKU3

?

Contact

Email vs IM ‘My email is also like the most important way of contacting people, especially through the school...’ (USU7 )

The power of convenience

Agency

Convergence

“Google doesn’t judge me” (UKF3)

People

‘Oh, definitely one of my teachers just being able to appear, definitely. Just to be able to have maybe a professor or someone that is an expert in that area, and just for them to be there when I want them to, so that if I don’t get something they can explain it to me. Because that’s the other thing, it’s more verbal communication that I find easier, so not always the website, although I do usually use the internet it’s not my preferred choice.’ (UKS4)

Questions?

Open Answer Resources

Do you think education is about the 'answers' themselves or the process of getting to those answers? A: Answers B: The process of getting to those answers.

Sources

‘Freely available tertiary literature, accessibly and neutrally summarised from reliable secondary and primary sources, in an ongoing process of good faith collaboration involving both experts and non-experts.’

(Martin Poulter of Wikimedia)

‘The problem with Wikipedia is it’s too easy. You can go to Wikipedia, you can get an answer, you don’t actually learn anything, you just get an answer.’ (USU6 – quoting a teacher)

‘Perfect thing, I think it would be that all the useful, accurate, reliable information would like glow a different colour or something so I could tell without wasting my time going through all of them’ (UKS2)

Education is about questions

The web is about answers

‘Do they actually fail you?’ ‘They don’t fail you but you get ridiculed in front of everyone for sourcing Wikipedia.’ (USS3)

Black Market

Learning

http://wp.me/pLtlj-fH

Phase 3 (Mar 2012 – Mar 2013)

•Survey •Diaries •Phase 2 coding •Triangulation

Outputs – January 2012

•Report •Engagement maps •Emerging findings •Implications

•Video •Project discussion

Lynn Silipigni Connaway, Ph.D. Senior Research Scientist OCLC Research connawal@oclc.org

David White (@daveowhite) Co-Manager Technology Assisted Lifelong Learning University of Oxford david.white@conted.ox.ac.uk

Thanks

Selected Readings

Beetham, Helen, Lou McGill, and Allison Littlejohn. Thriving in the 21st Century: Learning Literacies for the Digital Age (LLiDA Project). Glasgow: The Caledonian Academy, Glasgow Caledonian University, 2009. http://www.academy.gcal.ac.uk/llida/LLiDAReportJune2009.pdf.

Connaway, Lynn Silipigni, and Timothy J. Dickey. The Digital

Information Seeker: Report of the Findings from Selected OCLC, RIN, and JISC User Behaviour Projects. 2010. http://www.jisc.ac.uk/media/documents/publications/reports/2010/digitalinformationseekerreport.pdf.

Connaway, Lynn Silipigni, Timothy J. Dickey, and Marie L. Radford. “‘If

it is too inconvenient I’m not going after it:’ Convenience as a Critical Factor in Information-seeking Behaviors.” Library & Information Science Research 33, no. 3 (2011): 179-90.

Selected Readings

Nicholas, David. Rowlands, Ian. Huntingdon, Paul. Information

Behaviour of the Researcher of the Future: A CIBER Briefing Paper. London: CIBER, 2008. http://www.jisc.ac.uk/media/documents/programmes/reppres/gg_final_keynote_11012008.pdf.

White, Dave. “Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ &

‘Residents.’” Posted on TALL Blog, July 23, 2008. http://tallblog.conted.ox.ac.uk/index.php/2008/07/23/not-natives-immigrants-but-visitors-residents/.

White, David. Le Cornu, Alison. “Visitors and Residents: A New

Typology for Online Engagement.” First Monday 16, no. 9 (2011). http://firstmonday.org/htbin/cgiwrap/bin/ojs/index.php/fm/article/viewArticle/3171/3049.

Exam room: zeligfilm http://www.flickr.com/photos/zeligdoc/4536875415/ Vending machines: midoisyu http://www.flickr.com/photos/midorisyu/752223850/ Cycle route: Damian Cugley http://www.flickr.com/photos/midorisyu/752223850/ Glasses face: peterburnham http://www.flickr.com/photos/pburnham/5238764188/ 3 Generations (Street at night): Gilderic http://www.flickr.com/photos/lanier67/5253473681 Porto Riberia: lanier67 http://www.flickr.com/photos/lanier67/5253473681

Picture credits