Thanks in part to efficient search engines such as Google, on-line reading has become for many the primary way that people read. This talk will discuss how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
Slidecast - What's wrong with online reading (short)Randy Connolly
Slidecast version of the short (50 min) version my "What's Wrong with Online Reading" presentation. Audio recorded during a Nov 2011 guest lecture. Unfortunately, some of the vocal commentary for the last dozen slides was lost.
This talk discusses how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
The Future of Reading and Academic LibrariesTony Horava
A presentation given by David Durant and Tony Horava at the Charleston Library Conference on reading issues and practices in the digital era, and the importance of developing hybrid library collections (print and online)
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
Slidecast - What's wrong with online reading (short)Randy Connolly
Slidecast version of the short (50 min) version my "What's Wrong with Online Reading" presentation. Audio recorded during a Nov 2011 guest lecture. Unfortunately, some of the vocal commentary for the last dozen slides was lost.
This talk discusses how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
The Future of Reading and Academic LibrariesTony Horava
A presentation given by David Durant and Tony Horava at the Charleston Library Conference on reading issues and practices in the digital era, and the importance of developing hybrid library collections (print and online)
School libraries are at the heart of a new digital learning nexus. Our world changed in April 1993 when the Mosaic 1.0 browser was released to the general public. The challenges we face are equally creative as they are complex. What is your focus for tomorrow?
Rethinking Learning in the Age of Digital FluencyJudy O'Connell
Digital connectivity is a transformative phenomenon of the 21st century. While many have debated its impact on society, educators have been quick to mandate technology in school development - often without analysing the digital fluency of those involved, and the actual impact on learning. Is being digitally tethered creating a new learning nexus for those involved?
The intentional use of technology in 21st century teaching and learningBen Kahn
This essay examines the role of the educational system in knowledge dissemination in light of increasingly pervasive information networks and connected devices. Information of all kinds is becoming much more easily accessible; at the same time concerns that young people are distracted by ubiquitous screens and overly immersed in digital entertainment and social media are mounting. Ultimately, this paper argues that technology integration is crucial to prepare students to become successful, engaged, effective citizens who effectively use the power of networks to participate in society. To support this need, curriculum should be designed to develop student’s attentional capacity and to emphasize the deliberate and intentional use of technology.
Game-based learning and academic integrityJudy O'Connell
Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.
The "Google generation" not so hot at Googling, after allalanocu
A new UK report on the habits of the "Google Generation" finds that kids born since 1993 aren't quite the Internet super-sleuths they're sometimes made out to be.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
The `Google generation’ is a popular phrase that
refers to a generation of young people, born after
1993, that is growing up in a world dominated by the
internet.
The intentional use of technology in 21st century teaching and learningBen Kahn
This essay examines the role of the educational system in knowledge dissemination in light of increasingly pervasive information networks and connected devices. Information of all kinds is becoming much more easily accessible; at the same time concerns that young people are distracted by ubiquitous screens and overly immersed in digital entertainment and social media are mounting. Ultimately, this paper argues that technology integration is crucial to prepare students to become successful, engaged, effective citizens who effectively use the power of networks to participate in society. To support this need, curriculum should be designed to develop student’s attentional capacity and to emphasize the deliberate and intentional use of technology.
Game-based learning and academic integrityJudy O'Connell
Through a new subject added to anacademic program which commenced in 2014 at Charles Sturt University, further strategies have been explored to support subject engagement and assessment design. The contribution of global connectedness for embedding academic integrity through social scholarship was an essential feature of the curriculum and learning experience.
The "Google generation" not so hot at Googling, after allalanocu
A new UK report on the habits of the "Google Generation" finds that kids born since 1993 aren't quite the Internet super-sleuths they're sometimes made out to be.
Responding to Project Information Literacy 2012 workplace study. What are instruction librarians doing to help students with the social side of research?
This presentation examines the metaliteracy framework developed by Tom Mackey and Trudi Jacobson. Metaliteracy will be examined as a reframing of information literacy. This presentation also reports on the successful Innovative Instruction Technology Grant (IITG) at SUNY that led to new metaliteracy learning objectives.
The `Google generation’ is a popular phrase that
refers to a generation of young people, born after
1993, that is growing up in a world dominated by the
internet.
Is Human Flourishing in the ICT World of the Future Likely?Randy Connolly
The role that information and computing technology (ICT) plays in improving human flourishing is not always clear. This presentation examines current research on one aspect of ICT, namely electronic reading, to demonstrate that in this case the ICT in question may actually diminish flourishing. It begins with an overview of the idea of flourishing in positive psychology, and then presents research on electronic reading comprehension, multitasking and distraction, and online scanning behaviors. The paper then makes an argument about the close connection between reading and flourishing, and then concludes by hypothesizing that mindful‐based reading practices may mitigate some of the worst features of electronic reading.
The web is no longer principally a shopping and entertainment medium, but is now an answer hunting and gathering system. This presentation examines some recent research in web usability and psychology and argues that efficient web searching is transforming cognition, personality, and learning.
How they might connect in a digital context. Invited keynote presentation in DARIAH workshop Practices and Context in Contemporary Annotation Activities. University of Hamburg, 29 October, 2015.
A study of sixth graders’ critical evaluation of Internet sourcesaj6785
This study was a descriptive, task-based analysis to determine how sixth-grade students approach the cognitive task of critically evaluating Internet sources. Pairs of sixth grade students in an Information Literacy course evaluated four preselected Internet sites to determine their credibility and appropriateness for two specific research scenarios. Data for analysis included written responses, screencasts, and video of students while completing the task. Results suggest that these students tended toward simplistic modes of evaluation in the face of increased cognitive load, though some moved toward a more critical stance and many applied basic metacognitive strategies. The study points to the importance of instructional approaches that teach students to flexibly apply evaluation criteria in ill-structured environments, that teach advanced metacognitive strategies, and that instill habits of mind for critical inquiry. Instruction that empowers students to practice healthy skepticism even in the face of authority is also essential.
Library ReviewOnline book clubs for preteens and teensCass.docxSHIVA101531
Library Review
Online book clubs for preteens and teens
Cassandra M. Scharber Ann Melrose Jody Wurl
Article information:
To cite this document:
Cassandra M. Scharber Ann Melrose Jody Wurl, (2009),"Online book clubs for preteens and teens", Library
Review, Vol. 58 Iss 3 pp. 176 - 195
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http://dx.doi.org/10.1108/00242530910942036
LR
58,3
176
Library Review
Vol. 58 No. 3, 2009
pp. 176-195
# Emerald Group Publishing Limited
0024-2535
DOI 10.1108/00242530910942036
Received 1 May 2007
Reviewed 25 July 2007
Accepted 26 August 2007
Online book clubs for preteens
and teens
Cassandra M. Scharber
Department of Curriculum and Instruction, University of Minnesota,
Minneapolis, USA, and
Ann Melrose and Jody Wurl
Hennepin County Library, Minnetonka, Minnesota, USA
Abstract
Purpose – The purpose of this paper is to highlight and examine public-library-based, online book
clubs for preteens and teens.
Design/methodology/approach – Two online book clubs are discussed. ...
Talk of Richard Andrews @ ticEDUCA2010 - I International Conference on ICT and Education, Institute of Education of the Univerity of Lisbon
Richard Andrews
Professor in English
Department of Learning, Curriculum and Communication Institute of Education University of London
Celebrating the Release of Computing Careers and DisciplinesRandy Connolly
Talk given at CANNEXUS 2020 on the release of our Computing Careers and Disciplines booklet, which has gone on to be downloaded over 200000 times since its release.
Public Computing Intellectuals in the Age of AI CrisisRandy Connolly
This talk advocates for a conceptual archetype (the Public Computer Intellectual) as a way of practically imagining the expanded possibilities of academic practice in the computing disciplines, one that provides both self-critique and an outward-facing orientation towards the public good.
Lightning Talk given at the start of the celebration evening for the ten-year anniversary of our Bachelor of Computer Information Systems at Mount Royal University.
Facing Backwards While Stumbling Forwards: The Future of Teaching Web Develop...Randy Connolly
Talk given at SIGCSE'19. Web development continues to grow as an essential skill and knowledge area for employed computer science graduates. Yet within the ACM CS2013 curriculum recommendation and within computing education research in general, web development has been shrinking or even disappearing all together. This paper uses an informal systematic literature review methodology to answer three research questions: what approaches are being advocated in existing web development education research, what are current trends in industry practice, and how should web development be taught in light of these current trends. Results showed a significant mismatch between the type of web development typically taught in higher education settings in comparison to web development in industry practice. Consequences for the pedagogy of web development courses, computer science curriculum in general, and for computing education research are also discussed.
Mid-semester presentation for my Computers & Society course at Mount Royal University. Has some technical detail about how the internet works, web protocols, data centres, and typical security threats.
Helping Prospective Students Understand the Computing DisciplinesRandy Connolly
Presentation at Cannexus 2018 in Ottawa in which we discussed the results of our three-year research project on student understandings of the computing disciplines and described the 32-page full-color booklet for advisers and prospective students.
Keynote address at barcamp: the next web conference in Salzburg on April 21, 2017. The presentation explains why textbooks in this area still make sense and describes the difficulties in writing a textbook in this area.
Talk given at University of Applied Sciences at Krems , Austria for Master Forum 2017. Provides a rich overview of contemporary web development suitable for managers and business people.
Disrupting the Discourse of the "Digital Disruption of _____"Randy Connolly
Talk given at University of Applied Sciences for Management and Communication in Vienna in January 2017. It critically interrogates the narrative of digital disruption. It will describe some of the contemporary psychological and social research about the digital lifeworld and make some broader observations about how to best think about technological change.
Every year at our new student orientation, I used to give this talk to our first year students. Instead of telling them what they should do to achieve success, we thought it would be more effective and humourous to tell them instead how best to fail your courses. This was the last version of this talk from 2017.
Red Fish Blue Fish: Reexamining Student Understanding of the Computing Discip...Randy Connolly
This 2016 presentation (for a paper) updates the findings of a multi-year study that is surveying major and non-major students’ understanding of the different computing disciplines. This study is a continuation of work first presented by Uzoka et al in 2013, which in turn was an expansion of work originally conducted by Courte and Bishop-Clark from 2009. In the current study, data was collected from 668 students from four universities from three different countries. Results show that students in general were able to correctly match computing tasks with specific disciplines, but were not as certain as the faculty about the degree of fit. Differences in accuracy between student groups were, however, discovered. Software engineering and computer science students had statistically significant lower accuracy scores than students from other computing disciplines. Consequences and recommendations for advising and career counselling are discussed.
Constructing and revising a web development textbookRandy Connolly
A Pecha Kucha for WWW2016 in Montreal. Web development is widely considered to be a difficult topic to teach successfully within post-secondary computing programs. One reason for this difficulty is the large number of shifting technologies that need to be taught along with the conceptual complexity that needs to be mastered by both student and professor. Another challenge is helping students see the scope of web development, and their role in an era where the web is a part of everyday human affairs. This presentation describes our 2014 textbook and our plans for a second edition revision (which will be published in early 2017).
Computing is Not a Rock Band: Student Understanding of the Computing DisciplinesRandy Connolly
This presentation reports the initial findings of a multi-year study that is surveying major and non-major students’ understanding of the different computing disciplines. This study is based on work originally conducted by Courte and Bishop-Clark from 2009, but which uses a broadened study instrument that provided additional forms of analysis. Data was collected from 199 students from a single institution who were computer science, information systems/information technology and non-major students taking a variety of introductory computing courses. Results show that undergraduate computing students are more likely to rate tasks as being better fits to computer disciplines than are their non-major (NM) peers. Uncertainty among respondents did play a large role in the results and is discussed alongside implications for teaching and further research.
Citizenship: How do leaders in universities think about and experience citize...Randy Connolly
This presentation explores the concept of citizenship based on the experience of student leaders from a mid-sized university in western Canada. Five student leaders participated in semi-structured individual interviews to explore their experience with, and understanding of, citizenship. Interviews concentrated on personal view points and definitions of citizenship, explored whether or not there are “good” and “great” citizens, and the role universities play in fostering strong citizenship amongst its student body. The measurement of citizenship and opportunities to foster citizenship were also explored. Qualitative content analysis revealed five themes, including political participation, social citizenship/solidarity, engagement, transformative action and autonomy. Citizenship, while highly valued by this population, also appears to be impossible to measure. If post-secondary institutions are aiming to create better citizens, more work needs to be done to create a common understanding of the intended outcome. Based on these findings, a new potential model of citizenship is proposed, in line with the work of Dalton and others who emphasize a shift towards personal involvement over traditional political engagement. Further, these results suggest that students could benefit from understanding themselves as political agents, capable of inculcating change within the university context and beyond.
Presentation for a guest lecture for a colleague's Media History and Contemporary Issues course. She wanted me to cover technological determinism and social constructivism, as well as through in some content about my research on multitasking and online reading.
A longitudinal examination of SIGITE conference submission dataRandy Connolly
Presents our examination of submission data for the SIGITE conference between the years 2007-2012. SIGITE is an ACM computing conference on IT education. The presentation describes which external factors and which internal characteristics of the submissions are related to eventual reviewer ratings. Ramifications of the findings for future authors and conference organizers are also discussed. If you want to read the full paper, visit http://dl.acm.org/citation.cfm?id=2656450.2656465
This presentation is based on the 16th chapter of our textbook Fundamentals of Web Development. The book is published by Addison-Wesley. It can be purchased via http://www.amazon.com/Fundamentals-Web-Development-Randy-Connolly/dp/0133407152.
This book is intended to be used as a textbook on web development suitable for intermediate to upper-level computing students. It may also be of interest to a non-student reader wanting a single book that encompasses the entire breadth of contemporary web development.
This book will be the first in what will hopefully be a textbook series. Each book in the series will have the same topics and coverage but each will use a different web development environment. The first book in the series will use PHP.
To learn more about the book, visit http://www.funwebdev.com.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
8. “It’s not what you know that
It s
really counts; it’s how y
y ; you
navigate in the digital world,
and what you do with the
information you discover”
y
“Net Geners, immersed in digital
technology, are keen to try new things,
often at high speed. They want school to
be fun and interesting.”
Don Tapscott, grown up digital (McGraw Hill, 2009), p. 135
10. “Books are machines for
transmitting authority”…
authority
… while h
hil hypertext “ b i l
t t “obviously
creates empowered readers”
readers
G.P. Landlow, Hypertext 2.0: The Convergence of Contemporary Critical Theory and Technology (John Hopkins Press, 1997)
11. Hypertext encourages “metacognitive
yp g g
awareness that recognizes alternate forms
of organization for information” …
g
and “offers the opportunity to extend
literacy skills – such as associative logic,
visual rhetoric and interactivity.”
M. Sorapure et al, “Web literacy: Challenges and opportunities for research in a new medium,” Computers and Composition 15 (1998)
Burbles and Callister, “Knowledge at the cross‐roads: Some alternative futures of hypertext learning environments, Education Theory 46 (1996)
13. These claims “h
Th l i “have
been subjected to little
critical scrutiny, are
scrutiny
under theorized, and
lack a sound empirical
p
basis.”
Sue Bennett et al, “The ‘digital natives’ debate: A critical review of the evidence,” British Journal of Educational Technology 39 (2007)
14.
15. Discuss how recent research in web
usability, psychology, physiology, cognitive
science,
science political science media studies
science, studies,
and education provides a great deal of
corroborating evidence that
online reading is not
nearly as g
y good as it seems
16. “Reading is the key intellectual and
g y
cultural foundation of literate
societies,
societies and the fundamental
activity of scholars …
…yet we hhave li l k
little knowledge
l d
of how the way we experience
information is modified in new
media environments.”
Claire Warwick et al, “Codex Redux: Books and New Knowledge Environments,” Books Online ‘08 (October 2008)
17. In fact, the evidence convinces me
that is d
th t it i downright
i ht
dangerous
for our cognitive powers
and
for the future of democratic society
society.
19. about f g tti g,
b t forgetting
abo t concentrating,
about
about sustained reading
b t
20. Then I read something
that reduced my
anxiety…
21.
22. “I now have almost
totally lost the ability
to read and absorb a
longish article on the
g
web or in print.”
p
Nicholas Carr, “Is Google making Us Stoopid,” The Atlantic (July/August 2008)
23. According to survey data:
“an overwhelming majority of
an
academics (64 per cent)
[claim they] are not reading
as deeply and reflectively as
they used to.”
y
Heather Menzies and Janice Newson, “No Time to Think?” Academic Matters (Winter 2006)
24. “Instead the majority
Instead,
indicated, they are skimming
sources for useful bits of
information.
information ”
Heather Menzies and Janice Newson, “No Time to Think?” Academic Matters (Winter 2006)
29. “young people scan online pages very
rapidly ( y especially) and click
p y (boys p y)
extensively on hyperlinks – rather than
reading sequentially … they tend to
move rapidly from page to page,
spending little time reading or
digesting information.”
I. Rowlands and D. Nicholas, Information Behavior of the Researcher of the Future (2008)
30. “our empirical study seems to indicate
… that hypertext degrades the q
yp g quality
y
of reader’s engagement during
reading.
reading ”
David S. Miall and Teresa Dobson, “Reading hypertext and the experience of literature,” Journal of Digital Information 2 (2001)
31. “hypertext presentation resulted in a
lower comprehension p
p performance.”
Rouet et al, “Effects of online reading on popular science comprehension,” Science Communication 25 (2) 2003.
32. Readers with low domain knowledge
comprehend significantly better with
p g y
highly coherent texts (books).
Readers with high domain knowledge
comprehend significantly better with
low coherent texts (i.e., hypertext).
L. Salmeron et al, “Reading Strategies and Hypertext Comprehension,” Discourse Processess 40 (2005)
33. “the net total effect of the web is
actually to reduce learning compared
y g p
to print presentation.”
Eveland and Dunwoody, “An investigation of elaboration and selective scanning as mediators of learning from the web versus print,” Journal of
Broadcasting & Electronic Media 46 (1) 2002.
34. In a longitudinal study comparing digital literacy
in 2002 and 2009 across generations:
Improvements in technical li
I i h i l literacy amongst the older cohorts
h ld h
Big decreases in tasks requiring creative and critical thinking
amongst younger cohorts
“For the
“F th more critical and creative skills …
iti l d ti kill
experience and exposure to [online]
information seem t h
i f ti to have a negative effect
ti ff t
on the user’s performance.”
Eshet‐Alkalai, “Changes over time in Digital Literacy,” CyberPsychology & Behavior 12 (6) 2009
35. Both
user control theory
and
structural isomorphism theory
(
(communication/learning theories)
g )
predicted that
reading comprehension
g p
would be improved
online in comparison to p
p print.
Eveland and Dunwoody, “User Control and Structural Isomorphism or Disorientation and Cognitive Load,” Communication Research 28 (1) 2001.
41. Information foragers
rely on search engines
to get to the “information patch
information patch”
Because search engines make it easy to f d patches,
h k find h
foragers will spend little time looking for prey.
42. “learning to use the Internet is a
process of transitioning from
casual ‘looking’ to more focused
searching for an answer to a
‘specific question’.”
Howard + Massanari, “Learning to Search and Searching to Learn”, Journal of Computer‐Mediated Communication (2007)
43. “the fact that online reading
comprehension always begins with
a question or problem may be an
important source of the
differences between online and
offline reading.”
ffli di ”
Leu et al, “What is new about the new literacies of online reading comprehension”, Secondary School Literacy: What Research Reveals for
Classroom Practice (2007)
46. long do you spend viewing
your average web page?
47. 25% of all web pages
are displayed for less than
p y
four seconds!
Weinreich et al, “Off the Beaten Tracks: Exploring Three Aspects of Web Navigation”, IW3C2 2006
48. 52% of all visits
are shorter than
ten seconds!
Only about 11% are visited for
more than 2 minutes.
Weinreich et al, “Off the Beaten Tracks: Exploring Three Aspects of Web Navigation”, IW3C2 2006
50. “users most often spent
p
approximately 10 seconds
viewing those documents
that they eventually
h h ll
identified as relevant and
also those that they
eventually did not mark as
relevant.”
Diane Kelly and Nicholas J. Belkin, “Reading Time, Scrolling and Interaction: Exploring Implicit Sources for User Preferences for Relevance
Feedback”, Proceedings of the 24th annual international ACM SIGIR conference on Research and development in information retrieval (2001)
53. In a very interesting study comparing the
y g y p g
time spent reading a paper-based academic
article and the on-line equivalent, the
researchers f
h found that
d h
“a
“ very l large proportion
i
of [online] full-text views
full text
were extremely brief and
possibly cursory.”
David Nicholas et al, “Viewing and reading behavior in a virtual environment”, ASLIB Proceedings: New Information Perspectives 60 (2008)
54. Average reading times for 10+ page p
g g p g printed
academic paper varied between 22 to 45
minutes based on the discipline.
Average reading times for on-line version
averaged about 74 seconds.
Yet academics reported that they spent
between 5-15 minutes reading the online
version (even though they didn’t).
David Nicholas et al, “Viewing and reading behavior in a virtual environment”, ASLIB Proceedings: New Information Perspectives 60 (2008)
55. Average for academics: 74 seconds
g
Average for students: 100 seconds
Average for life science academics: 112 s
Average for business academics: 60 s
Average for computer science academics: 55 s
Research-university faculty spent longer than
teaching university
teaching-university faculty.
David Nicholas et al, “Viewing and reading behavior in a virtual environment”, ASLIB Proceedings: New Information Perspectives 60 (2008)
63. Word Skipping: Implications
Eye movements in reading are characterized by
short periods of steadiness (fixations) followed by
fast movements (saccades). Saccades are needed
to bring new information into the centre of the
visual field where acuity is best; fixations are
required to recognized words. … Some words are
q g
fixated more than once, some are initially not
fixated but immediately afterwards regressed to,
and some are not fixated at all.
Marc Brysbaert and Francoise Vitu, “Word Skipping: Implications for Theories of Eye Movement Control in Reading,” Eye Guidance in Reading and
Scene Perception (Elsevier Science, 1998)
66. Notice the large mass of text not read,
(even when subjects being tested f “ di g”)
( h bj t b i g t t d for “reading”)
Shrestha, “Eye Movement Analysis of Text-Based Web Page Layouts,” Usability News 2009 (11)
69. “F is for fast
“ i f f .
That s
That's how users read your
precious content. In a few
seconds,
seconds their eyes move at
amazing speeds across your
website s
website’s words in a pattern
that's very different from what
you learned in school ”
school.
Nielsen Group, “F‐Shaped Pattern For Reading Web Content,” http://www.useit.com/alertbox/reading_pattern.html (April 17, 2006)
70. Notice
Red areas show
only first two
words in headlines
are
scanned
Nielsen Group, “Email Newsletters: Surviving Inbox Congestion,” http://www.useit.com/alertbox/newsletters.html (June 12, 2006)
71. More recent research shows
Use s ead only the st
Users read o ly t e first
eleven characters
of an online h dli
f li headline
(forget about the body text).
More recent research shows …
12345678901
Nielsen Group, “First 2 Words: A Signal for the Scanning Eye,” http://www.useit.com/alertbox/nanocontent.html (April 6, 2009)
73. … but it has a long evolutionary past in
adapting cognitive t it f swift
d ti iti traits for ift
processing and responses to audiovisual
cues.”
”
Grabe et al, “Informing Citizens: How people with Different Levels of Education process Television, Newspaper, and Web News,” Journal of
Broadcasting & Electronic Media 53 (1) 2009.
74. Reading is unnatural
unnatural,
but scanning is not.
Humans are hard-wired
to excel at fast scanning
75.
76. Eye-tracking studies
y g
have shown that
scanning is also an
g
important part of
newspaper reading.
p p g
77. 1991, 1994
“a mere 25% of all [newspaper] articles
are seen, and only 12% are read deeper
than half their length.
length.”
Garcia and Stark, Eyes on the News (Poytner Institute, 1991)
80. Print newspapers
55%
Eye fixations = reading
Online newspapers
44%
Eye fixations = reading
Holmqvist et al, “Reading or scanning? A study of newspaper and net reading,” The Mind’s Eye: Cognitive and Applied Aspects of Eye Movement
Research (2003)
81. “The correlation between
The
proportion of reading and
time spent on
[an online news] page
is only 0.25”
y
Holmqvist et al, “Reading or scanning? A study of newspaper and net reading,” The Mind’s Eye: Cognitive and Applied Aspects of Eye Movement
Research (2003)
82. “Our results showed that in
Our
fact net paper readers
scan more and read less
than newspaper readers ”
readers.
Holsana, “Cognition, multimodal interaction and new media,” Philosophical papers Dedicated to Wlodek Rabinowicz (2007)
87. Decreased news awareness
D d
Decreased political knowledge
and participation
Decreased diversity of opinion
y p
and higher political polarization
88. “Online readers of the Times appear to
pp
have read fewer national,
international, and p
, political news stories
[than readers of print version]
and were less likely to recognize and
y g
recall events that occurred during the
exposure p
p period.”
Tewksbury and Althus, “Differences in knowledge acquisition among readers of the paper and online versions of national newspapers,”
Journalism and Mass Communication Quarterly 31 (2006)
89. “preference-based gaps [i.e., selectivity]…
p g p [ , y]
are self-imposed as many people
abandon the news for entertainment
simply because they like it better.
Inequality in political knowledge and
turnout increases as a result of
voluntary, not circumstantial,
consumption decisions.”
Prior, “News vs. Entertainment: How Increasing Media Choice Widens Gaps in Political Knowledge and Turnout,” American Journal of Political
Science 49 (3) July 2005
90. “the net paper readers read stories
p p
thematically close to their own specific
p
profession or interests. …
The newspaper readers in our study …
were much less selective. They read
(parts) of text on all the different
pages … including a wide variety of
genres and topics.”
Holmqvist et al, “Reading or scanning? A study of newspaper and net reading,” The Mind’s Eye: Cognitive and Applied Aspects of Eye Movement
Research (2003)
91. “We found that there was a significant
difference in the extent of selective
diff i th t t f l ti
scanning .. with the least scanning in the
print condition … and significantly more
i t diti d i ifi tl
scanning … in the web conditions.”
Thus, while the quantity of information on
the web should increase learning it in fact
“decreases learning through increased
selective scanning compared to traditional
print.”
Eveland and Dunwoody, “An investigation of elaboration and selective scanning as mediators of learning from the web versus print,” Journal of
Broadcasting & Electronic Media 46 (1) 2002.
Eveland and Dunwoody, “User Control and Structural Isomorphism or Disorientation and Cognitive Load,” Communication Research 28 (1) 2001.
92. “Political talk that centers on reinforcing a
g
shared viewpoint does little to encourage
deliberation on multiple viewpoints.”
“people tend to cultivate homogeneous
interpersonal networks, and those with strong
networks
partisan networks are particularly likely to be
surrounded by similar others.”
y
“Our findings suggest that media are far more
important than interpersonal net orks in
networks
exposing people to views unlike their own.”
Mutz and Martin, “Facilitating Communication across lines of political difference: The role of mass media,” The American Political Science
Review 95 (1) March 2001
93. “This study predicted that selectivity should lead
to extremity in candidate evaluations.
The data strongly supported this hypothesis.”
“…selectivity on the Web was a significant
predictor of extremity in candidate evaluations”
evaluations
“As
“A a result th t d t b
lt they tend to become extreme and
t d
polarized when making political decisions.”
Kim, “Issue Publics in the New Information Environment: Selectivity, Domain Specificity, and Extremity,” Communication Research 36 (2) 2009
95. Google search and res lt pages
result
account for almost
a quarter of all pages
f ll
Weinreich et al, “Not Quite the Average: An Empirical Study of Web Usage”, ACM Transactions on the Web (February 2008)
96. It facilitates the quick
scanning and foraging
behavior of contemporary
web usage.
97. Google is so good that …
g g
75% of users stick to first page of SERP
50% of users click on 1st choice
20% of users click on 2nd choice
Majority behavior if not clicking on first two choices?
Reformulate search
Nielsen + Loranger, Prioritizing Web usability, 2006
98. “Into the potentially problematic category
we would place the
p
unquestioning attitude about the
search engine, Google,
g , g ,
which many students see
as the total answer to
all their information
needs.”
Kiili et al, “Students evaluating Internet Sources,” Journal of Educational Computing Research 39 (2008)
99. “Students in this study seemed to
y
have a great deal of confidence
in their abilities to distinguish
g
the good sites from the bad.”
Yet
“Students are also not
consistently able t diff
i t tl bl to differentiate
ti t
between advertising and fact.”
Graham and Metaxis, “Of Course it’s true; I saw it on the Internet,” Communications of the ACM (2003)
100. “Overall only about 1 in 6 searchers …
Overall
can consistently distinguish between
paid and unpaid results ”
results.
Pew Internet and American Life Project, “Search Engine Users,” (2005)
102. Usability analyst Jakob Nielsen calls it:
y y
Google
g
Gullibility
Nielsen Group, “User Skills Improving, But Only Slightly,” http://www.useit.com/alertbox/user‐skills.html (Feb 4, 2008)
104. “Collectively, the models presented
illustrate that
ill t t th t as j journal archives came
l hi
online … citations became more
concentrated within fewer articles ”
articles.
“by enabling scientists to quickly
by
reach and converge with
prevailing opinion, electronic
ili i i l t i
journals hasten scientific
consensus”
James A Evans, “Electronic Publication and the Narrowing of Science and Scholarship,” Science 321 (July 18, 2008)
105. Power Law Distribution
rules the web (and more).
http://www.congo‐education.net/wealth‐of‐networks/figure‐7‐4.gif
p g g g
107. Whether you look at the web
y
as a whole or any subsection within it
(blogs, political sites, sports sites, etc) you
(bl liti l it t it t )
see power law distributions.
108. “We introduce a new term to describe the
organizational structure we find:
‘ googlearchy ’
– the rule of the most heavily linked.”
Matthew Hindman et al, “’Googlearchy’: how a few heavily‐linked sites dominate politics on the web,”
Annual Meeting of the Midwest Political Science Association, 2003
109. I prefer the phrase (following Robert Michel):
The Iron Law of Googlearchy
110. Michel’s 1911 iron law of oligarchy is a political theory
that t t that ll forms of organization will eventually
th t states th t all f f i ti ill t ll
and inevitably develop into oligarchies.
My iron l
law of googlearchy states that all f
f l h h ll forms of search-
f h
optimized web-based information will eventually and
inevitably develop into oligarchies in which a small
y p g
number of sites absolutely dominate the discourse on any
given subject.
112. Some studies say that datacenters account for
between 1.2 to 2.0 percent of the electricity
consumed in the United States.
By some estimates, if you were to view datacenters
as an industry unto themselves, U.S. datacenters
would be approaching the top five industries in
terms of energy use.
http://technet.microsoft.com/en‐us/magazine/2007.10.green.aspx
113. US data centers thus produce higher g
p g gas
emissions than the countries of Argentina
and the Netherlands.
Even worse, these numbers did not
include Google’s power usage.
Google s usage
114. Q: How much does it take to power a Google data center?
A: It's none of your business.
Google considers power usage to be a trade secret
http://blogs.techrepublic.com.com/datacenter/?p=118
115. One
O estimate:
i
Every time y search Google y could
y you g you
power an 11-watt light bulb for an hour.
http://www.gimmiethescoop.com/data‐center‐power‐consumption‐global‐warming‐will‐the‐web‐crash
116. These numbers did not include data center power usage.
Moberg et al, "Screening environmental life cycle assessment of printed, web based and tablet e‐paper newspaper," Reports
from the KTH Centre for Sustainable Communications, 2007
118. This is the key one …
but is still under-studied
119. Is li
I online reading
di
actually changing our
cognitive abilities,
bl
perhaps for the worse?
120. There are plenty of
grumpy old teacher
stories about kids nowadays…
121. “The research literature on young people’s
use of information technology in their
learning suggests that in the case of
assignment completion at least, what was
more important than entertainment or
interest was to finish by the expending the
least amount of effort.”
British Library/JISC Study, Information Behavior of the Researcher of the Future (2007)
“The popularity of Google is facilitating
The
laziness, poor scholarship, and complacent
thinking.”
Tara Brabazan, the University of Google: Education in the (post) information age (2007)
Tara Brabazan the University of Google: Education in the (post) information age (2007)
122. I have tried to provide a range
p g
of evidence that suggests we
should be worried
about cognitive impairment.
123. Yet there have been some claims
that in fact the new media environment
is making us smarter.
g
124. These claims are mainly founded on
y
the Flynn Effect
(Q
(IQ test scores have been rising 3-5 points
g p
per decade since 1930s)
This growth has however been in scores below the
median, not above it.
Sundet et al, “The end of the Flynn effect?” Intelligence 32 (2004)
Strangely, mean SAT score results since 1950s have
steadily declined
declined.
Flynn, “The mean IQ of Americans: Massive gains 1932 to 1978,” Psychological Bulletin, 95,
125. “almost all of the
almost
modest gain between
g
1988 and 1998
derived from the
g
geometric figures
g
test of spatial
ability.”
bilit ”
Teasdale and Owen, “A long‐term rise and recent decline in intelligence test performance: The Flynn Effect in reverse”
Intelligence 39 (2005)
126. Recent research indicates Flynn Effect has reversed in
the
th past d
t decade.
d
Sundet et al, “The end of the Flynn effect?” Intelligence 32 (2004)
Teasdale and Owen, “Secular declines in cognitive test scores: A reversal of the Flynn Effect” Intelligence 36 (2008)
( )
Teasdale and Owen, “A long‐term rise and recent decline in intelligence test performance: The Flynn Effect in reverse”
Intelligence 39 (2005)
127. Leisure paper-based reading
paper based
still remains one of the
strongest correlates of post-
secondary success.
Gallik, “Do they read for pleasure? Recreational reading habits of college students,” Journal of Adolescent & Adult Literacy 42 (1999)
Kaiser Family Foundation, Generation M (2005)
133. “To behold, use or perceive
, p
any extension of ourselves in technological form
is necessarily to embrace it.”
“To listen to radio or to read the printed page
To
is to accept these extensions…
into our personal system
and to undergo the
closure or displacement of perception
that follows automatically ”
automatically.
Marshall McLuhan, “The Gadget Lover: Narcissus as Narcosis,” Understanding Media (1964)
134. “It is this continuous embrace of our own technology …
gy
that puts us in the Narcissus role of …
numbness
in l ti to these i
i relation t th images [ t i ] of ourselves.”
[extensions] f l ”
Marshall McLuhan, “The Gadget Lover: Narcissus as Narcosis,” Understanding Media (1964)
135. We
W are th t numb t recognize th t
thus too b to i that
“Man in the normal use of technology …
is perpetually modified by it.”
p p y y
As such, we tend to be unconscious of the
real effects of technology on the individual.
Marshall McLuhan, “The Gadget Lover: Narcissus as Narcosis,” Understanding Media (1964)
136. we are going t
i to
WAKE FROM
this numbness
numbness…
138. We need to push students (and
ourselves) back to the printed
page.
page
139. Changes?
1. Reduced bibliographic expectations, but print-based
e.g., 2 print-based refereed articles, three chapters in book, etc
2. No research, but fixed, substantial, printed-out readings
e.g., provide students with substantial number of readings from which they
have to read a percentage.
3. Teach and re-teach how to evaluate information
Don’t expect the high schools to do this for you!
4. Print out and read, don’t read scan from your monitor
Even if you think you’re reading, you probably aren’t.
140. 5. Resist those continual calls to cheerfully adopt the
technology of the digital generation in your teaching.
The role of the University is to preserve and promote real learning, not to
push our students into a new dark age of voluntarily-chosen ignorance in
the
th name of relevance or f hi
f l fashion.
141. Randy Connolly
Dept. Computer Science & Information Systems
Mount Royal University, Calgary
rconnolly@mtroyal.ca
y y