The document describes a study on social media use by students in university library computer labs. The researcher conducted observations of 60+ students over three half-hour periods. They found that approximately 10% of students were engaged in social media activities like Facebook and Twitter while also doing schoolwork. To understand why, they interviewed students. The researcher believes social media could enhance education if incorporated properly. Their role changed from non-participant to someone who relates to students' behaviors and motives regarding social media use.
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Introduction
Working on campus, I often witness students engaged in a variety of online
social media activities. I see students texting on cell phones in the student union,
chatting in class on their laptops and checking their Facebook pages in the
library. My curiosity leads me to wonder how many students at any given
moment are engaged in such traditional educational activities as reading articles,
searching library archives, and writing scholarly papers, while simultaneously
sharing cognitive attention and concentration with recreational use of Facebook
wall posts, online chat, and multimedia sharing. In the past, for example, a casual
walkthrough of the Lied Library computer lab has revealed numerous computer
monitors with Facebook or MySpace pages visible onscreen. Is this a
coincidence or a typical behavior? Ultimately, what is it about social media that
is so attractive to students and could the motivational drive of social media for
connectivity be used for positive educational purposes?
Purpose
As a microcosm of higher education student life in general, the primary
purpose of this study is to explore why students in university library computer
labs spend time engaged in online social activities while also working on other
educational tasks.
Contemporary social media technologies like Twitter, Facebook, and Myspace
afford students the opportunity to remain connected with peers, family and
acquaintances while continuing to task switch with more serious class-related
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work. This study seeks to explore the social media phenomena within an
educational setting.
Methods
The intersection of online social media and higher education is relatively new
to the world of academic research. In order to witness previously unobserved
cultural behaviors through open-minded exploration, this study lent itself to
qualititative research methods. Rather than conduct surveys or questionnaires
focused on only one aspect or another, a qualitative series of observations,
interviews and data analysis provided an opportunity to identify new
generalizable concepts (Glesne, 1992).
As a result, this study began with three half-hour observations on Wednesday,
June 9, 2010, from 6:00 p.m. until 6:30 p.m., on Friday, June 11, 2010, from 3:30
p.m. to 4:00 p.m. and again on Thursday, June 17, 2010, from 12:30 p.m. to 1:00
p.m. In terms of the university instructional calendar, these three days occurred
during second session summer school in the second and third weeks (out of
four). While the library and computer labs were not quite as at maximum
capacity, there were still at least 60 participants on any day. Although I only
observed during half-hour increments, there seemed to be a steady flow of
students both arriving and departing the computer areas.
Field notes were handwritten during observations. Interviews were recorded
to a handheld digital audio recorder and transcribed. Permission to record was
obtained prior to all interviews.
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Setting
Observations were conducted in the University of Nevada, Las Vegas, Lied
Library computer areas. Per Spradley (1980), my initial observation was a grand
tour. Not only did I explore and note the setting most intently on this visit, I also
traveled non-computer areas of the library in order to find specific places that
would yield the most amount of relevant data. Later visits could be considered
mini tours (Spradley, 1980) since I focused my attentions only on previously
identified high-data-yielding computer areas.
As opposed to typical university computer labs enclosed in separated rooms,
the Lied Library main computer areas are open and integrated with study areas
and library holdings. The library itself is five stories high and constructed atrium
style with a central area open to all five floors. The ground floor contains the main
computer area with twelve tables each equipped with eight computer
workstations (Figure 1).
Figure 1. Main floor seating - overhead
To the north of the main ground floor is a second computer area with eleven
tables also equipped with eight computer workstations each (Figure 2). Being out
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of the atrium space, this upper computer area has lower ceilings and open tables
for study groups.
Figure 2. Upper level seating – overhead
Computer tables in both areas are constructed of a solid dark wood and
arranged so that students sit four to a side. Each individual computer area is
enclosed with low divider walls for privacy. All workstations have the Windows
Vista operating system installed, and all students must log in with authorized
accounts in order to use these computers. Although there is a potential for a
maximum capacity of 184 computers, at least fifteen of these workstations were
either not functional/out of order or occupied by printers, scanners or other
peripherals.
The open layout and large computer monitors of these computer areas
allowed quiet, non-participative observations. With a notebook, pen and
textbooks, I could easily walk up and down the aisles, blend in with other
students, and discreetly record onscreen behavior.
Participants
Participants were undergraduate and graduate students at the University of
Nevada, Las Vegas. There were an equal amount of female and male
participants, and there were a mixed variety of African American, Asian,
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Hispanic, and Pacific Islander ethnicities represented by the participants. While
there were one or two older students (between forty to sixty years old), almost all
of the participants were undergraduates between the ages of eighteen to twenty-
three (as indicated by appearance and dress). Most were dressed casually in
jeans and t-shirts, and many young males wore baseball hats. While the majority
of students worked individually at their workstations, groups of two or three
students often sat together either to socialize or to study online material.
Access
As a preliminary step toward gaining access, I approached library
"gatekeepers" (Glesne, 1992) in the form of reference librarians. I spoke with two
reference librarians (each on duty during different observation times) and
explained the nature of my study. They found my research question interesting
and provided me with valuable information and insight (as explained in the
interview section below). As long as I wasn't bothersome or intrusive into student
work, they gave me approval to continue my study.
Focus
My initial focus as a researcher was to identify whether my casual
assessment of social media use in the library was correct. As a result of three
observations, I determined that many students (approximately one student in ten)
were engaged in some form of online social media activity while also performing
traditional educational tasks. Once my suspicions were confirmed, however, the
focus of my study changed. The percentage of students using social media
become less important than why students felt compelled to engage in using
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social media while studying or working. The answer to why students checked
Facebook or Twitter while in the library could not be identified through casual
observation. Direct face-to-face interviews needed to be conducted.
Role of the Researcher
Initially, I believed myself to be a non-participant in this study. While it is true
that I never spend time working in the university library computer lab (since I
have my own computer and network connection at both work and home), I am a
student that engages in social media activities while performing educational
tasks. During the process of interviewing other students, I found myself relating
to behaviors and motives they shared.
While every effort has been made to keep this study fair and balanced, it
would be deceptive not to disclose my personal background, interests and
perspectives in regard to the topic. For the last two years I’ve not only studied the
use of social media in education, I’ve also trained dozens of university faculty to
incorporate Web 2.0 technologies into classroom practices. I personally believe
that online education in particular can leave students feeling isolated and not part
of a “community of learning.” My suspicion is that students are already engaged
in online social activities while performing coursework, and if harnessed properly
for education, social media can be a powerful motivator. I think that the
affordances of social media, if incorporated into distance education effectively,
can reintroduce a sense of togetherness and collaboration often found in face-to-
face classroom experiences.
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I’m also currently beginning research toward my dissertation on the use of
social media in education, and I am beginning to encounter a theoretical
framework based on the connectivism theory of learning. The connectivist theory
of learning posits that “knowledge is distributed across a network of connections,
and therefore that learning consists of the ability to construct and traverse those
networks” (Downes, 2007). Connectivism brings together basic elements of
constructivism, humanism and social learning theory, and provides a
contemporary Web 2.0 perspective to education.
Techniques
On Wednesday, June 9, 2010, at 6:00 p.m. I began my observation of the
UNLV Lied Library from the entrance of the main computer area. From my
perspective, I could see straight down two rows of computer tables and partly
down two more. I took note of the overall participant physical characteristics
(such as age, gender, ethnicity), and the immediate environment.
From where I sat, I could see several computer screens and proceeded to
make some initial activity categories (such as YouTube, word processing, e-mail,
etc.).
Once my preliminary observations were complete, I walked up and down the
aisles of the computer lab. I tried to observe non-intrusively and nonchalantly.
Almost immediately I realized that holding a tablet of paper and pen and
scribbling frantically while looking at someone's computer screen would draw
attention. As a result, I kept my arms to my sides and walked purposely, as if on
the way to an open seat. I would keep mental note of what activities participants
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were engaged in until I reached the end of an aisle. At that point I would find a
comfortable location and note my observations. I continued this process until I
had observed all computer stations in the main floor computer area.
I repeated my observations again in the upper areas of the library using the
same techniques. I tried to keep on the go as much as possible, stopping
occasionally to make notes and make myself unobtrusive.
Data Analysis
Taxonomy
Initially, my intent was to classify observation of computer-based behavior into
two categories: educational activities and recreational activities. Almost
immediately it became clear that these initial categories would be inadequate. A
casual glance at what was on a computer monitor was not enough to determine
whether an activity fit into one or the other category. For example, I witnessed
one student watching a recent Laker game sports video. My immediate reaction
was to categorize this activity as recreational. How could I know, however, that
watching a basketball game wasn't part of an authorized curricular activity? In
what category would I place e-mail? E-mail is an activity that can be educational,
recreational or both. Furthermore, I found several cases of students engaged in
multitasking/rapid task switching activities with multiple windows open, some of
which were educational and some or which were recreational. As a result, I
rejected these simplistic categories.
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Instead, these activities were classified into five main categories based upon
taxonomic analysis: information finding, information processing, artifact creation,
interaction, and knowledge assessment (Figure 3).
During the course of conducting observations, it became clear that some
students were engaged in multiple activities at the same time. A student might
have a browser window open to a class Web site for textual instructions while
typing up a research paper at the same time, for example. Another student might
have a browser window open to Facebook chat while reading an online article.
The intersection of any two or more activity types identified above represents
student multitasking or rapid task switching.
Information
Finding
Knowledge Information
Assessment Processing
Artifact
Interaction
Creation
Figure 3. Five main activity classifications
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Information finding is any activity that involves searching for knowledge (Figure
4). Examples of activities in this category include searching local library holdings,
Google, Bing, online maps, Wikipedia, or university related registration
information.
Information
Finding
Search Library
Engines Holdings University
Maps
Info
Google Bing Wikipedia
Google Google
Earth Maps
Figure 4. Information finding category
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Information processing is any activity that involves reading text, viewing videos,
or listening to audio--such as reading printed books, Web sites, or watching
YouTube videos (Figure 5).
Information
Processing
Videos Text Audio
Non‐ Educational Recreational
YouTube iTunes
Youtube Reading Reading
Comic
Wikipedia PowerPoint WebCT
Books
Figure 5. Information processing category
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Artifact creation is any activity that involves the development of a new product
such as word processing, spreadsheet or presentation document authoring, or
making architectural diagrams (see Figure 6).
Artifact
Creation
Word
Spreadsheet Presentation Page Layout
Processing
MS Word Excel PowerPoint InDesign
Figure 6. Artifact creation category
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Interaction is any activity that involves the communication or collaboration of
multiple minds such as sending e-mail, chatting, or viewing Twitter posts or
Facebook wall posts (Figure 7).
Interaction
Social Talking/ Online File
E‐mail Chat Discussion
Media Socializing Dating Transfer
Facebook
Figure 7. Interaction category
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Knowledge assessment involves any activity that involves testing mastery of
concepts, such as online testing (Figure 8).
Knowledge
Assessment
Online
Testing
Kaplan WebCT
Figure 8. Knowledge assessment category
The current model of education includes a process involving multiple steps
including researching, processing of information, proving mastery through artifact
creation, and assessment. Computer activities in the library mirror this process.
As is the case with many educational environments, often this process also
involves communication and collaboration among students.
Domain Analysis
In terms of a domain analysis, the focus of this study is upon the observed
computer-based activities of students in a university library. It seems logical,
therefore, to analyze the observational data from that perspective. For this
reason, I chose the strict inclusion semantic relationship taking the form of "X is a
kind of Y" (Spradley, 1980).
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Table 1
Domain Analysis
Included terms Semantic relationship Cover Term
Checking social media Is a kind of social interaction
Chatting
Reading or sending e-mail
Talking
Searching Google, Wikipedia, Is a kind of educational activity
or Bing
Writing papers
Reading online curriculum
Taking tests
Reading online comic books Is a kind of entertainment
Shopping online
Watching non-educational
sports videos
Playing computer games
In addition to the categories identified in the taxonomical analysis above,
behaviors observed during this study could also be broken down into three main
types of activities. These activities are social interactions, educational activities,
and entertainment.
Interviews
Several questions arose from the initial observations that required face-to-
face interviews. On each of the three observations, in comparison to traditional
educational activities (such as researching, typing papers, or reading articles) I
found that a number of students were also engaged in social media activities.
How often does an average social media-using student check a social media
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Web site? How often do these students keep social media Web sites active
while simultaneously working on educational tasks? Do students that use social
media perceive any negative effects on their educational performance?
Ultimately, what is it about social media--and Facebook in particular--that make it
attractive enough to warrant repetitive viewing?
In order to obtain initial answers to these questions, I selected five individuals
in the Lied Library computer areas to interview. Four of these individuals were
students that I observed viewing their Facebook or Twitter accounts while in the
library. For a different perspective, I also interviewed a reference librarian
regarding her perceptions of social media use in the library. In order to obtain
informed consent (Glesne & Peshkin, 1992), I explained that their participation
was completely voluntary and that they could stop at any time, I explained the
nature of my study, and I assured them that their remarks would be confidential
and anonymous.
Every one of the students that I spoke with stated that they check their
Facebook or Twitter accounts frequently while studying. Often these students
have automatic alerts set up to notify them via cell phone whenever new
information is posted (such as new comments, new photos or new friendship
requests). "I check my Facebook every thirty minutes," participant one said. "It
depends on if I get a notification on my phone…then I'll go check." Another
student, participant two, stated that she checks her Facebook page at least five
times in a sitting.
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Several students commented that they kept social media Web site windows
active while simultaneously engaging in traditional educational activities,
especially while writing papers. "Facebook is usually on the entire time I'm writing
a paper," explained participant three. "I use it as a kind of break in between
paragraphs…a little escape from the homework." The notion that using social
media as a form of mental escape came up repeatedly during my interviews.
"Facebook for me is a way out of school," revealed participant four. "It's an
escape. You can forget about school work for a moment, focus on something
else, because it feels like that all I do."
Although most students felt that social media was a distraction, few perceived
any negative effects on their own educational performance. Participant three's
comment is representative of most that I interviewed: "I started getting into
Facebook last year, and I'm pretty much getting straight A's, so I haven't seen
any adverse effects to my studying since I've used it." Participant one, however,
recognized the distracting effect that checking social media sites can have on
nearby peers in a face-to-face class: "There's a girl who sits in front of me right
now. She's always on her Facebook, updating and chatting with people. It's not
only distracting for the student, but for people around that see what that person's
doing."
Students identified a variety of reasons why social media was attractive.
Participant one appreciated learning inside information about celebrity lifestyles
and activities. He appreciated seeing the human side of entertainment
celebrities. By far, however, the majority of Facebook users enjoyed the
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connectivity they felt with friends. "My friends are readily available," participant
three said. "I can interact with them right on the spot instead of having to call
them or having to meet up with them." "I feel connected," said participant two,
"even though I'm stuck in the library, not having a life." Social media applications
are great communication tools, observed the reference librarian on duty:
"They're very youth oriented in many ways. You can put your own page up and
invite all your friends to join."
Cross Case Analysis
There are a number of similar studies that shed light upon this research.
Selwyn (2009), for example, conducted an in-depth qualitative analysis of
Facebook wall activity of 909 undergraduate students in a UK university. His data
analysis showed that students' education-related use of Facebook could be
categorized into four main group:
• the post-hoc critiquing of learning experiences and events,
• the exchange of logistical or factual information about teaching and
assessment requirements,
• instances of supplication and moral support with regards to assessment or
learning,
• the promotion of oneself as academically incompetent and/or disengaged
(Selwyn, 2009).
Selwyn's research concludes that rather than necessarily enhancing or eroding
students' engagement with formal studies, Facebook appears to provide a secure
space where relationships with university work, teaching staff, academic
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conventions and expectations "can be worked through in a relatively closed
'backstage' area" (Selwyn, 2009).
A dissertation on the uses and gratifications of Facebook (Foregger, 2008)
sought to understand the appeal of interactive media. The study found nine
factors of Facebook use:
• Passing time,
• Connection,
• Sexual attraction,
• Utilities and upkeep,
• Establishing and maintaining old ties,
• Accumulation,
• Social comparison,
• Channel use,
• Networking (Foregger, 2008).
Based on the responses from participants in this study, students seem to see
Facebook as a communication tool, an information provider, and entertainment
source.
Findings
Patterns emerge from the taxonomic and domain analyses, interviews, and
cross case analysis. From the observations, student online activity in the library
can be broken down into five main taxonomic categories: information finding,
information processing, artifact creation, knowledge assessment, and interaction.
While these activities are often accomplished one after the other, sometimes they
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are accomplished simultaneously. At least four observed students, for example,
were engaged in rapid task switching--conducting one activity while another was
visible onscreen, ready to switch. Ten percent of students observed during this
study were engaged in social media activities at any given time. A domain
analysis identified three main types of activities: social interactions, educational
activities, and entertainment.
Face-to-face interviews yielded valuable information regarding why
students use social media in education settings. For the most part, students are
engaged in traditional education activities. Students work hard, however, and
often that work is isolating. As a result, students seek out ways to make a
connection with family and friends to overcome this sense of isolation. In some
cases, talking or texting on cell phones, sending e-mail, or talking in face-to-face
study groups satisfies the human need to interact and feel a part of a community.
In other cases, checking and posting on social media Web sites fills that need.
Students also feel that social media provides them with a momentary
mental "escape" from the stresses of extended educational concentration. Taking
a temporary social break from writing a paper or reading articles provides an
opportunity to refresh their creative energies while reconnecting with peers.
Social media also provides access to inside information that cannot be
found elsewhere, such as insight into expert (or celebrity) lifestyles and
resources.
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Cross case analysis provided additional perspectives regarding the
specific use of Facebook and how students perceive Facebook as a
communication tool, information provider, and entertainment source.
Discussion
As a preliminary experience, this study provided valuable insight into the
activities of higher education students in university library computer labs.
While the half-hour observations were much too short to provide any detailed
data, important questions were raised and specific patterns were recognized. As
a short slice of reality, this information provided representative taxonomic
categories and behavioral themes. Interviews with students provided useful
reasons why students engage in social media and perhaps whether social media
has any negative effects on student academic performance.
Limitations
There were several limitations to my technique of observation. In four cases,
an onscreen Web site would be completely unknown to me (and thereby
unclassifiable). In three cases, the site being viewed by the student was in a
foreign language. Each student was observed over a very short period of time (in
most cases under a minute). I suspect I could have returned ten minutes later
and witnessed entirely different activities.
Three half-hour observations definitely did not yield enough information for
any serious study. Such a short period of time could only provide a thin slice of
reality, and this study acknowledges that. Furthermore, many of these activities
represent a variety of behavioral processes that cannot be observed in a
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moment. Nevertheless, this experience can be useful as a pilot study to get a
quick glimpse into the use of social media on campus and identify some basic
patterns.
Future Directions
Instead of trying to gather data on the activities of hundreds of students at any
given moment, a future study could perhaps observe five or ten students for
longer periods of time to determine how many online activities students engage
in and what kind of activities are they. Additionally, it would be interesting to see
how many students are actually engaged in rapid task switching as opposed to
serial task engagement.
Additional research should be conducted into how social media could be
effectively incorporated into educational content. It would be interesting to know
whether students would accept or reject interactions with fellow students and
teaching staff in social media environments.
Conclusion
The need to interact and feel connected is a primary characteristic of our
society. As educators, we can capitalize upon this drive for connectivity by
building opportunities for communication and collaboration in our online
curriculum. Too often education is isolating. If we can incorporate social media
techniques in our online courses, perhaps we can engage students in a
networked community of learning. Otherwise, our students will feel the need to
be connected elsewhere.
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References
Downes, S. (2007). What Connectivism Is. Connectivism Conference forum.
Retrieved June 13, 2010, from http://halfanhour.blogspot.com/2007/02/what-
connectivism-is.html
Foregger, S. (2008). Uses and Gratifications of Facebook.com. (Doctoral
dissertation, Michigan State University, 2008).
Glesne, C. & Peshkin, A. (1992). Becoming Qualitative Researchers: An
Introduction. New York: Holt, Longman.
Selwyn, N. (2009). Faceworking: exploring students' education-related use of
Facebook. Learning, Media and Technology, 34(2), 157 - 174.
Spradley, J.P. (1980). Participant Observation. New York: Holt, Rinehart and
Winston.