A Critique of the Proposed National Education Policy Reform
Digital visitors and Residents: Project Update
1. DEPARTMENT FOR CONTINUING EDUCATION
TECHNOLOGY-ASSISTED LIFELONG LEARNING
Digital Visitors and Residents:
Project Feedback
Developing Digital Literacies - #jiscdiglit
Visitors & Residents - #vandr
David White (Co-PI) Dr. Lynn Silipigni Connaway (Co-PI)
@daveowhite OCLC Research
University of Oxford
Dr. Alison Le Cornu Dr. Donna Lancllos
University of Oxford University of North Carolina, Charlotte
9th December 2011
2. Lynn Silipigni Connaway, Ph.D. David White (@daveowhite)
Senior Research Scientist Co-Manager Technology Assisted
OCLC Research Lifelong Learning
University of Oxford
Donna Lanclos, Ph.D. Alison Le Cornu, Ph.D.
Associate Professor for Research assistant
Anthropological Research Technology Assisted Lifelong
University of North Carolina, Learning
Charlotte University of Oxford
3. ‘I just type it
into Google
and see what
comes up.’
(UKS2)
4. ‘I always stick with the
first thing that comes
up on Google because
I think that’s the most
popular site which
means that’s the most
correct.’
(USS1)
5. ‘I knew that the
internet wouldn’t give
me a wrong answer.’
(UKS4)
6. 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
7. Even confident
internet users often
lack evaluative
and critical skills.
LLiDA project: http://www.academy.gcal.ac.uk/llida/
8. DEPARTMENT FOR CONTINUING EDUCATION
TECHNOLOGY-ASSISTED LIFELONG LEARNING
Digital
Visitor
Digital
Resident
15. 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?
16. Code book
I. Place
II. Sources
III. Tools
IV. Agency
V. Situation/context
VI. Quotes
VII. Contact
VIII. Technology Ownership
IX. Network used
17. Code book
IV. Agency
A. Evaluation
B. Decision/Choice
1. Convenience
2. Familiarity
3. Repetition
4. Relevance
5. Authority/Legitimacy
6. Available time
Etc.
34. ‘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)
37. 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.
39. ‘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)
40. ‘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)
41. ‘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)
47. Thanks
Lynn Silipigni Connaway, Ph.D. David White (@daveowhite)
Senior Research Scientist Co-Manager Technology Assisted
OCLC Research Lifelong Learning
University of Oxford
connawal@oclc.org david.white@conted.ox.ac.uk
48. Selected Readings
Beetham, 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.
49. 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/articl
e/viewArticle/3171/3049.
Dave 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. London: HECFCE. http://www.jisc.ac.uk/media/documents/publications/reports/2010/digitalinformationseekerreport.pdf . Beetham, Helen, Lou McGill, and Allison Littlejohn. Thriving in the 21 st 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 . 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/. 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. 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.
Dave
Dave
Dave
Dave
Lynn
Lynn – talk about phases
Lynn – phase 1 = most of the data we are drawing from for the presentation
Lynn: Mention NVivo as well.
Lynn Interview Questions 1. Describe the things you enjoy doing with technology and the web each week. This is a conversational start in order to put the interviewees at their ease. We are trying to get a sense of their overall digital literacy so that we can set their information seeking behaviours within a broader context. Do they socialise online? (See probe.) Do they ‘contribute’ online in the form of pictures, video, blogs, etc.? 2. Think of the ways you have used technology and the web for your studies. Describe a typical week. We are looking at interviewees’ use of educational technologies more specifically for study. We hope they will start to introduce informal learning, self-directed study, peer to peer learning, etc. We anticipate they will (or may not) mention Facebook, MySpace, etc. 3. Think about the next stage of your education. Tell me what you think this will be like. This will hopefully encourage them to reflect on what they envisage their role will be in the next stage. What they imagine the next educational-stage to be like will be something we can cross check as we follow them through the project. 4. Think of a time when you had a situation where you needed answers or solutions and you did a quick search and made do with it. You knew there were other sources but you decided not to use them. Please include sources such as friends, family, teachers, coaches, etc. Prompt for both academic and informal (domestic, personal…) examples. 5. Have there been times when you were told to use a library or virtual learning environment (or learning platform), and used other source(s) instead? 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? 7. What comments or questions do you have for me? Is there anything you would like me to explain? What would you like to tell me that you’ve thought about during this interview?
Lynn
Lynn
Dave
Dave
Dave
Dave
Dave
Dave
Lynn
Lynn
Lynn Other – social Q and A sites Students’ Perceptions of Teachers’ opinions of Wikipedia: “ Avoid it.” (UKS8 0:28:28.3, Female Age 16) “ They used to tell us in high school not to use Wikipedia.” (USU1 0:34:59, Female Age 19) “ It’s like a taboo I guess with all teachers, they just all say – you know, when they explain the paper they always say, “Don’t use Wikipedia.”” (USU7 0:33:05, Female Age 19) “ They don’t fail you but you get ridiculed in front of everyone for sourcing Wikipedia.” (USS3 00:32:43, Female Age 17) “ They say it’s because anyone can make up – I mean, anyone can add information on there but I mean when I’ve actually looked into information it seemed the same as any information I find anywhere else. I mean, it’s not like if you look up fourth of July, it’s not like it gives you like some weird explanation of aliens or something.” (USU7 0:33:14, Female Age 19) Students’ on Wikipedia: “ I use it, kind of like, I won't cite it on my papers but I, kind of, use it as a like, as a start off line. I go there and look up the general information, kind of, read through it so I get a general idea what it is. Then I start going through my research.” (USU7 0:33:49, Female Age 19) “ Everyone knows that you try not to use Wikipedia as a source because it is a cardinal sin.” (UKU3 0:31:03, Female Age 19)
Lynn – so why the lack of activity here?
Lynn – is it because of the predominance of private communication? Private Messaging “ I do do private messaging a fair amount because it’s easy and I can just keep in touch with people over Facebook for some reason, I have no idea why.” (UKS8 0:01:01.7, Female Age 16) “ Just because all my friends have it, it’s just an easy way to catch up and then, especially if I need some work to hand in for tomorrow, go and find out on Facebook, ask all my friends.” (UKS1 00:05:59, Male Age 18) “… he was the only one who received it and the teacher told him to pass it on. And he sent a message to everyone in the calls on Facebook, so that helped.” (UKS1 00:12:22, Male Age 18 ) Texting “ I do use texting a lot more than calling on the phone.” (USU1 0:05:59, Female Age 19) “ I don’t really talk that much on the phone. I just text a lot.” (USS4 00:06:59, Male Age 17)
Lynn – email for formal communication – they do use IM a lot for ‘emergency colaboration
Lynn Taking notes on laptop: “ It’s a lot easier for me and I guess it’s a lot neater. Instead of having it all on paper, things can get lost and crumpled and stuff like that. So, having it on a laptop, especially like when my friends asks for a favour, like I can send them the notes. I can just send them easily through email instead of having to like give it to them and have them rewrite all of it.” (USU7 0:07:10, Female Age 19)
Lynn “ Well I probably actually use these things on emails because it’s an incredibly easy and quick way of getting information.” (UKS8 0:04:36.8, Female Age 16) Wikipedia “ I just thought, because it was the easiest thing to do there and then, and I didn’t have a lot of time and I just though Wikipedia would be the best option.” (UKS1 00:16:49, Male Age 18) “ Probably not the best, but I think it’s the simplest and easiest way to get going. So if I needed to produce a much more detailed and developed essay I would probably explore further on the internet.” (UKS1 00:17:52, Male Age 18)
Lynn
Lynn “ One of my favourite ways of getting information is by asking people. Instead of Googling the whole time I mostly have faith in the fact that people are actually learning, if I can go to a tutor and ask them something.” (UKU3 0:19:34, Female Age 19)
Lynn: Talk about the tension between the preference for f2f contact but the clash with convenience. Discuss the tension between this and the use of email for formal contexts – link with the challenges of getting Resident-Institutional things to work.
Dave
Dave
Dave
Dave
Dave
Dave
Lynn: Talk about the tension between the preference for f2f contact but the clash with convenience. Discuss the tension between this and the use of email for formal contexts – link with the challenges of getting Resident-Institutional things to work.