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DEPARTMENT FOR CONTINUING EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNING
9th December 2011
Digital Visitors and Residents: Project Feedback
Developing Digital Literacies - #jiscdiglit
Visitors & Residents - #vandr
David White (Co-PI)@daveowhiteUniversity of Oxford
Dr. Alison Le CornuUniversity of Oxford
Dr. Lynn Silipigni Connaway (Co-PI)OCLC Research
Dr. Donna LancllosUniversity of North Carolina, Charlotte
Lynn Silipigni Connaway, Ph.D.Senior Research ScientistOCLC Research
David White (@daveowhite)Co-Manager Technology Assisted Lifelong LearningUniversity of Oxford
Donna Lanclos, Ph.D.Associate Professor for Anthropological ResearchUniversity of North Carolina, Charlotte
Alison Le Cornu, Ph.D.Research assistantTechnology Assisted Lifelong LearningUniversity of Oxford
‘I just type it into Google and see what comes up.’
(UKS2)
‘I always stick with thefirst 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 EDUCATIONTECHNOLOGY-ASSISTED LIFELONG LEARNING
DigitalVisitorDigitalResident
Visitor Resident
Video: goo.gl/dny1h
Paper: goo.gl/RFSLz
Visitor Resident
UnseenInstrumentalFunctionalIndividual
VisibleNetworked
CommunicativeCommunal
Page 12
Phase 2: Months 7-12Establishing, Embedding, and ExperiencedAdd 15 to original 30 = 45 participants
Phase 3: Months 13-24Track 24 participantsOnline survey of 400 students and scholars
Phase 4: Months 25-36Emerging 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. PlaceII. SourcesIII. ToolsIV. AgencyV. Situation/contextVI. QuotesVII. ContactVIII. Technology OwnershipIX. Network used
Code bookIV. Agency
A. EvaluationB. Decision/Choice
1. Convenience2. Familiarity3. Repetition4. Relevance5. Authority/Legitimacy6. Available timeEtc.
Visitor Resident
Personal
Institutional
Engagement Maps
UKU3
USS4
USU3
Programmatically?
• Map the Code book to theVisitors 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)
BlackMarket
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 ScientistOCLC Research
connawal@oclc.org
David White (@daveowhite)Co-Manager Technology Assisted Lifelong LearningUniversity of Oxford
david.white@conted.ox.ac.uk
Thanks
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 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: 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/lanier67/5253473681
Porto Riberia: lanier67 http://www.flickr.com/photos/lanier67/5253473681
Picture credits