Digital Literacy among University Students: a pilot study

Digital literacy among
university students:
a pilot study
Results from questionnaire data
N = 49
Palitha Edirisingha,Tracy Simmons and Dimitrinka Atanasova
University of Leicester
Wednesday, 27 April 2011

Objectives
To identify HE students’ access to and the use of digital
technologies and web 2.0 tools for their formal and
informal learning in HE
To identify their level of web literacy, awareness, and skills
in the use of online information for learning
To develop strategies for addressing skill gaps in web
literacy
To make recommendations for supporting students to
further develop their competencies with online
information.

Questionnaire surveys of 100 undergraduate and postgraduate
students to identify their ownership of and use of digital devices and
web 2.0 tools
Focus groups (4) with students (3 – 4 in each group) to gain a
deeper insight into their use of web 2.0 tools in a learning context
Workshops with students to develop and validate appropriate
online activities and learning tools to improve their level of web
awareness and literacy.
Methodology

Students use a range of digital devices to access and organise
information and plan their studies - laptops, iPhones, MP3
players, e-readers.
Students’ familiarity and preference for the use of web 2.0 tools
and digital devices is diverse, reflecting the international and
other aspects of their demographic profile.
Students engage in a ‘participatory culture’ (Jenkins et al, 2006) -
reading and contributing to book recommendation sites.
Initial perspectives

Web 2.0 tools and digital devices enable students to plan their
study activities, seamlessly, both in virtual and physical
spaces, involving input from their teachers and non-formal study
groups.
Students maintain their established virtual structures and ‘online
affinity groups’ (Francis, 2010) from their geographical area of
origin (national and overseas).These serve as informal sources of
support for studies.
University teachers and books are no longer the ‘gate keepers’ of
what is deemed ‘expert’ information.
Initial perspectives

Desktop computer
Laptop/netbook computer
Smartphone
Phone w’out internet capability
Digital camera (separate)
MP3 player
Tablet computer, e.g. iPad
e-readers (Amazon Kindle)
Gaming device
Other
0 20 40 60 80 100
18
16
4
8
88
86
37
76
98
25
Chart 1
Ownership of computer and other digital devices (% reporting)

Lapotop
Smartphone
MP3 player
0 20 40 60 80
20
43
80
Chart 3
Three most important devices for your studies / study-realted activities

More than 8 hours
20%
6-8 hours
22% 3-6 hours
45%
1-3 hours
10%
Less than one hour
2%
Daily computer use
Less than one hour 1-3 hours 3-6 hours 6-8 hours More than 8 hours
Daily computer use

0
5
10
15
20
0 1 2 3 4 5 6 7
1
1
1
4
10
19
8
1
Chart 9
How many e-mail accounts (non university) do you have?
No of email accounts
No
reporting

University computers
Own computer (laptop)
Mobile phone
iPod Touch
0 25 50 75 100
16
55
100
82
Chart 4
Locations and the devices used to access internet during term-time

Term-time accommodation
University library
Lecture / seminar rooms
Computer rooms in the university
Office, workplace
Cafes at the University
Cafes elsewhere
At friends, relatives
On the move (trains)
Other places
0 10 20 30 40 50 60 70 80 90 10
10
18
29
12
29
10
65
20
96
94
Locations where you use computers during term-time

Top three locations for computer use during term time
University computer rooms
57%
27%
University library
65%
Term-time accommodation

0
10
20
30
40
50
60
70
80
Hard drive failed Computer stolen Storage device lost Other
63
35
61
14
6
35
8
57
Chart 33
Loss of digital files / data in the past year due to the following reasons

Methods and tools
used for studies

Borrow books from the library
Photocopy journal articles
Download and print web-based journals
Download online journals to the computer
Browse web pages for information
Purchase books from bookshops
Purchase books online
0 20 40 60 80 100
4
2
80
61
33
18
78
49
35
20
33
55
43
18
47
63
0
6
12
39
4
Frequency of using different resources
Rarely/never Sometimes Always/nearly always

Ask a librarian
Ask friends and peers
Examine bibliographies of publications
Search databases from the library website
Search using other bibliographic search tools
Use search engines (e.g. Google)
Search using keywords on Google Scholar
Search using Amazon
Find references from special interest websites
0 25 50 75 100
6
14
63
78
20
90
31
12
10
35
35
31
22
22
8
49
45
29
53
49
4
0
53
2
18
43
59
When you search for books and articles, how often do you use the following methods?
rarely/never Sometimes Always/nearly always
When you search for books and articles, how often do you use the following methods?

Update my social network site(s) (e.g. Facebook)
Watch Television programmes (e.g. BBC iPlayer)
Listen to radio programmes on the computer/mobile phone
Contribute to blogs
Use social bookmarking sites (e.g. Delicious)
Contribute to wikis
Play video games
Download/share music
Use 3-D virtual worlds (e.g. Second Life)
Chat using instant relay text (e.g. MSN)
Make voice calls using Internet (e.g. Skype)
Share digital photographs (e.g. Flickr)
Share videos (e.g. YouTube)
Reord own music (e.g. play an instrument and recording it)
Mix music
Make graphic art
Contribute to online discussion forums/bulletin boards
Micro blogging (e.g., Twitter)
Subscribe to RSS feeds
Programming
Ebay trading
Online shopping
Online banking
Use 'apps'
0 25 50 75 100
20
14
2
2
12
10
14
22
39
0
22
4
6
6
14
37
4
47
35
8
6
10
18
18
6
0
2
18
27
39
20
2
33
4
8
4
18
16
31
25
2
22
47
37
25
16
22
31
22
12
18
33
25
20
22
18
37
33
25
20
27
47
35
29
6
8
2
51
69
69
45
49
69
88
78
39
33
16
16
78
8
59
65
69
47
31
20
8
Chart 21
never sometimes often always
Frequency
of
doing
these
activities

4oD
Amazon
Baidu
BBC iPlayer
BBC News
BBC Sport
BBC Weather
blogs
eBay
email
eMule
Facebook
Google
Google Books
Google Scholar
Guardian
Hotmail
iTunes
Jefit
LION
MatLab
Microsoft package
MLA
movie (download) websites
MSN
NYT News
online banking
online dictionaries
perezhilton.com
QQ
Renren
RunKeeper
Sina
Skype
Tudou
Twitter
UoL blackboard
UoL library website
WhatsApp
Wikipedia
Xiao Nei
Yahoo!
YouTube
Mostly used web-based tools and resources - for learning

4oD
Amazon
Baidu
BBC iPlayer
BBC News
BBC Sport
BBC Weather
blogs
eBay
email
eMule
Facebook
Google
Google Books
Google Scholar
Guardian
Hotmail
iTunes
Jefit
LION
MatLab
Microsoft package
MLA
Ask
Baidu Baike
Google Calendar
online journals
Project Gutenberg
Sueddeutsche Zeitung
MSN
NYT News
online banking
online dictionaries
perezhilton.com
QQ
Renren
RunKeeper
Sina
Skype
Tudou
Twitter
UoL blackboard
UoL library website
WhatsApp
Wikipedia
Xiao Nei
Yahoo!
YouTube

Mostly used web-based tools and resources - for learning

Face to face
Telephone
Email
IRC
VLE discussion forum
Other discussion forum
Social Network Tools
SMS
0 25 50 75 100
Tutors
Face to face
Telephone
Email
IRC
SMS
0 25 50 75 100
Experts
Face to face
Telephone
Email
IRC
SMS
0 25 50 75 100
Peer groups
Face to face
Telephone
Email
IRC
SMS
0 25 50 75 100
Course mates

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Facebook and Renren
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Subscriptions to RSS feeds
Yes = 6 out of 49
BBC
BBC News
BBC News, Google Reader
Blogspot
Tom News, MSN News,QQ News

The percentage of time on online communications (including on mobile phone) on ..
0
4
8
11
15
0% of time 20% of time 40% of time 60% of time 80% of time100% of time
1
0
4
3
3
10
13
4
6
3
0
Chart 7
On study
0
3.75
7.50
11.25
15.00
0% of time 20% of time 40% of time 60% of time 80% of time 100% of time
0
1
5
4
13
10
3
4
5
0
1
Chart 8
On socialising

Have digital communication tools (such as e-mail, text messages,
instant messaging, and social network sites):
4%
53%
43%
Chart 1
No Yes No response
Decreased the amount of time you
spend in face-to-face discussion
with your tutors
4%
57%
39%
Chart 2
Decreased the amount of time you
spend in face-to-face discussion and
on the phone with course-mates
8%
20%
71%
Chart 3
Allowed a higher quality of
discussion than is possible
face-to-face?

6%
55%
39%
Chart 5
Tended to distract you from
your work?
Led to confusion and
misunderstandings?
8%
37% 55%
Chart 6
4%
51%
45%
Chart 4
Allowed a higher quality of
discussion than is possible on
the telephone?
email
Facebook
Phone
Weibo
Online game
Social networking tools
email
sms
Instant messaging

No response
6%
Yes
78%
No
16%
Chart 7
Made you more inclined to/comfortable
with contacting someone in a position
of authority

4oD
Amazon
Baidu
BBC iPlayer
BBC News
BBC Sport
BBC Weather
blogs
eBay
email
eMule
Facebook
Google
Google Books
Google Scholar
Guardian
Hotmail
iTunes
Jefit
LION
MatLab
Microsoft package
MLA
MSN
NYT News
online banking
online dictionaries
perezhilton.com
QQ
Renren
RunKeeper
Sina
Skype
Tudou
Twitter
UoL blackboard
UoL library website
WhatsApp
Wikipedia
Xiao Nei
Yahoo!
YouTube
Amazon
Ask
Baidu
Baidu Baike
BBC News
Email
Facebook
Google
Google Books
Google Calendar
Microsoft package
Microsoft package
MSN
NYT News
online dictionaries
online journals
Project Gutenberg
QQ
Renren
UoL blackboard
UoL library website
Wikipedia
Yahoo!
YouTube
Software
and
web
2.0
tools
used
in
daily
life
Software
and
web
2.0
tools
used
for
studies

4oD
Amazon
Baidu
BBC iPlayer
BBC News
BBC Sport
BBC Weather
blogs
eBay
email
eMule
Facebook
Google
Google Books
Google Scholar
Guardian
Hotmail
iTunes
Jefit
LION
MatLab
Microsoft package
MLA
MSN
NYT News
online banking
online dictionaries
perezhilton.com
QQ
Renren
RunKeeper
Sina
Skype
Tudou
Twitter
UoL blackboard
UoL library website
WhatsApp
Wikipedia
Xiao Nei
Yahoo!
YouTube

4oD
Amazon
Baidu
BBC iPlayer
BBC News
BBC Sport
BBC Weather
blogs
eBay
email
eMule
Facebook
Google
Google Books
Google Scholar
Guardian
Hotmail
iTunes
Jefit
LION
MatLab
Microsoft package
MLA
MSN
NYT News
online banking
online dictionaries
perezhilton.com
QQ
Renren
RunKeeper
Sina
Skype
Tudou
Twitter
UoL blackboard
UoL library website
WhatsApp
Wikipedia
Xiao Nei
Yahoo!
YouTube
Ask
Baidu Baike
Google Calendar
online journals
Project Gutenberg

1st 2nd 3rd 4th 5th
4oD 1
Amazon 1 1 1
Baidu 2
BBC iPlayer 2 2 1
BBC News 2 2 2 2 2
BBC Sport 1 1 1
BBC Weather 1 1
blogs 1 1 2 1
eBay 1
email 4 8 1 2
eMule 1
Facebook 10 7 4 3 2
Google 4 8 3 3 1
Google Books 1
Google Scholar 2 2 1 1
Guardian 1
Hotmail 1 1 2
iTunes 1
Jefit 1
LION 1
1st 2nd 3rd 4th 5th
MatLab 1
Microsoft package 1 2 1
MLA 1
movie (download) websites 1 2
MSN 3 1 1 1 1
NYT News 1
online banking 1
online dictionaries 1 2 1
perezhilton.com 1
QQ 3 1 3 2
Renren 3
RunKeeper App 1
Sina 1 1 2 1
Skype 2
Tudou 1
Twitter 2 1 1
UoL blackboard 4 2 3 2 2
UoL library website 4 1 2 2 2
WhatsApp 1
Wikipedia 1 1
Xiao Nei 1
Yahoo! 1
YouTube 1 2 1 1

1st 2nd 3rd 4th 5th
Amazon 1
Ask 1
Baidu 1
Baidu Baike 1
BBC News 1 1 1
Email 1 4 1 2
Facebook 1 1
Google 11 3 5 3 1
Google Books 2 3 3
Google Calendar 1
Google Scholar 9 9 3
Microsoft package 1 1
MSN 1 1 1
NYT News 1
online dictionaries 1 1 2
online journals 4 1
Project Gutenberg 1
QQ 1 1
Renren 1
Sueddeutsche Zeitung 1
University VLE 6 3 1 1
University library website 8 4 3 1
Wikipedia 4 13 7 5 2
Yahoo! 2
YouTube 1 2

Improved the quality of the work you produce
Enabled you to perform tasks that you couldn't do before
Improved the speed with which you can perform tasks
Increased the amount of time on your study related activities
Increased your motivation to work and study
Helped you acquire new skills
Resulted in a loss of a skill that you previously had 8
6
6
8
6
8
4
27
80
57
51
90
78
92
65
14
37
41
4
14
4
Chart 3
No Yes No response
Do you think the software tools cited above have:

Skills lost due to digital tools
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No response
12%
Yes
63%
No
24%
Chart 1
No Yes No response
No response
10%
Yes
31% No
59%
Chart 2
Do you find some difference between the
grades you receive for coursework (e.g.,
essays) when you can use the digital tools
compared to the grades received for
course work written in timed
examinations?
Do you think you would be able to
produce work of comparable standard if
such digital tools you have mentioned
above were not available?

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Applications that might be helpful with aspects of
study (that I do not use currently)

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Hobbies or interests that require the use of online
digital tools and / or digital hardware
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