Examining the role of cognitive processes and expertise in student information use. Presented October 2010 at IR11 in Gothenburg, Sweden.

1. Digital Literacy Practices in the
University: The Role of Prior
Knowledge and Cognitive Processes
in Student Information Use
Monica Bulger, Oxford Internet Institute
Richard Mayer, University of California, Santa Barbara
Miriam Metzger, University of California, Santa Barbara
11th Annual Conference of the Association of Internet
Researchers, 22 October 2010

2. Internet = marked shift in information
delivery
Students are increasingly required to conduct
Internet research to complete assignments
Students now vetting resources previously
vetted by librarians, editors, or teachers
Little instruction given in navigating resources
or gauging credibility

3. Examining student information use
Most work examines parts of process
-- search (Head & Eisenberg, 2009; CIBER,
2008)
-- evaluation of sources (Flanagin & Metzger.
2008; Rieh & Hilligloss, 2008; Hargittai, et al,
2010)
-- management of information (Rouet, 2006)
Few connect process to outcome

4. Cognitive Process Model
of Digital Literacy
Studies of literacy (Flower & Hayes, 1981) and
learning (Wineburg, 1991) provide strong
model for examining student information use
Cognitive process model: search, evaluate,
integrate, communicate
Recursive, not linear

5. Method
150 participants (88 undergraduate, 62 graduate)
50 minute research and writing task --> write 1-2
page essay (measured integration and
communication processes)
Recorded student computer actions (measured
search practices)
Pre- and post-task questionnaire (measured prior
knowledge and evaluation practices)

6. Results
Both groups viewed an average of 19 URLs
and cited an average of 1-2 in their essays
Both groups reported engaging in similar
evaluation practices
Differences lie in quality of work

7. Results
Copy/paste indicator of high proficiency
Digital literacy similar to traditional literacy
Digital literacy learned through deliberate
practice rather than brief training

8. Conclusions
Digital literacy requires more than access to
information
Deliberate practice that includes feedback and
scaffolding can improve proficiency
Future directions: research in synthesis;
improve instruction and practice in synthesis

9. Thank you
Additional questions and comments can be
directed to monica.bulger@oii.ox.ac.uk
To participate in further discussions about our
work, please visit www.monicabulger.com