Digital Visitors and Residents: Project Feedback

DEPARTMENT FOR CONTINUING EDUCATION TECHNOLOGY-ASSISTED LIFELONG LEARNING Digital Visitors and Residents: Project Feedback Developing Digital Literacies - #jiscdiglit Visitors & Residents - #vandrDavid White (Co-PI) Dr. Lynn Silipigni Connaway (Co-PI)@daveowhite OCLC ResearchUniversity of OxfordDr. Alison Le Cornu Dr. Donna LancllosUniversity of Oxford University of North Carolina, Charlotte9th December 2011

Lynn Silipigni Connaway, Ph.D. David White (@daveowhite)Senior Research Scientist Co-Manager Technology AssistedOCLC Research Lifelong Learning University of OxfordDonna Lanclos, Ph.D. Alison Le Cornu, Ph.D.Associate Professor for Research assistantAnthropological Research Technology Assisted LifelongUniversity of North Carolina, LearningCharlotte University of Oxford

‘I just type itinto Googleand see whatcomes up.’ (UKS2)

‘I always stick with thefirst thing that comesup on Google becauseI think that’s the mostpopular site whichmeans that’s the mostcorrect.’ (USS1)

‘I knew that theinternet wouldn’t giveme a wrong answer.’ (UKS4)

Background•The Digital Information Seeker: Report – Connaway, et al.2010•Thriving in the 21st Century: Learning Literacies for the DigitalAge (LLiDA Project) – Beetham. et al. 2009•Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents’ (blogpost) – 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:’ Convenienceas a Critical Factor in Information-seeking Behaviors.” –Connaway, et al. 2011

Even confidentinternet users oftenlack evaluativeand critical skills.LLiDA project: http://www.academy.gcal.ac.uk/llida/

DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNINGDigitalVisitorDigitalResident

Visitor Resident Video: goo.gl/dny1h Paper: goo.gl/RFSLz

Visitor ResidentUnseen VisibleInstrumental NetworkedFunctional CommunicativeIndividual Communal

Phase 2: Months 7-12 Establishing, Embedding, and Experienced Add 15 to original 30 = 45 participantsPhase 3: Months 13-24 Track 24 participants Online survey of 400 students and scholarsPhase 4: Months 25-36 Emerging 6 students Page 12

Phase 1 participantdemographics• 30 participants• 19 females, 11 males• 21Caucasian, 3 African-American, 1 Caucasian- Thai, 1 Hispanic, 4 unidentified• 15 secondary students• 15 university students

Methodology: •Interviews •Diaries •Survey •Mapping

Interview Questions1. 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.

Engagement Maps Personal Visitor Resident Institutional

Programmatically? • Map the Code book to the Visitors and Residents continuum • Compare the mappings between Educational stages

Questions?

Information-seeking cycle

‘I simply justtype it intoGoogle andjust see whatcomes up’ (UKS4)

Sources

UKU3 ?

Contact

Email vs IM‘My email is also like the mostimportant way of contactingpeople, especially throughthe school...’ (USU7 )

The powerof convenience

Agency

Convergence“Google doesn’t judge me” (UKF3)

People

‘Oh, definitely one of my teachers justbeing able to appear, definitely. Just tobe able to have maybe a professor orsomeone that is an expert in that area,and just for them to be there when Iwant them to, so that if I don’t getsomething they can explain it to me.Because that’s the other thing, it’s moreverbal communication that I find easier,so not always the website, although I dousually use the internet it’s not mypreferred choice.’ (UKS4)

Questions?

Open Answer Resources

Do you think education isabout the answersthemselves or the process ofgetting to those answers?A: AnswersB: 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 withWikipedia is it’s tooeasy. You can go toWikipedia, you can getan answer, you don’tactually learn anything,you just get an answer.’ (USU6 – quoting a teacher)

‘Perfect thing, I think itwould be that all theuseful, accurate, reliableinformation would like glowa different colour orsomething so I could tellwithout wasting my timegoing through all of them’ (UKS2)

Education isabout questionsThe web isabout answers

‘Do they actually fail you?’‘They don’t fail you but youget ridiculed in front ofeveryone for sourcingWikipedia.’ (USS3)

LearningBlackMarkethttp://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

ThanksLynn Silipigni Connaway, Ph.D. David White (@daveowhite)Senior Research Scientist Co-Manager Technology AssistedOCLC Research Lifelong Learning University of Oxfordconnawal@oclc.org david.white@conted.ox.ac.uk

Selected ReadingsBeetham, 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 ReadingsNicholas, 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/articl e/viewArticle/3171/3049.

Picture creditsExam room: zeligfilmhttp://www.flickr.com/photos/zeligdoc/4536875415/Vending machines: midoisyuhttp://www.flickr.com/photos/midorisyu/752223850/Cycle route: Damian Cugleyhttp://www.flickr.com/photos/midorisyu/752223850/Glasses face: peterburnhamhttp://www.flickr.com/photos/pburnham/5238764188/3 Generations (Street at night): Gilderichttp://www.flickr.com/photos/lanier67/5253473681Porto Riberia: lanier67 http://www.flickr.com/photos/lanier67/5253473681

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Digital Visitors and Residents: Project Feedback

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