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Visitors and Residents: What Motivates Engagement with the Digital Information Environment?. Lynn Silipigni Connaway , Ph.D. Senior Research Scientist OCLC Research David White Co-Manager Technology Assisted Lifelong Learning University of Oxford Donna Lanclos , Ph.D.
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Lynn Silipigni Connaway, Ph.D.
Senior Research Scientist
Co-Manager Technology Assisted Lifelong Learning
University of Oxford
Donna Lanclos, Ph.D.
Associate Professor for Anthropological Research
University of North Carolina, Charlotte
“I think that lots of like companies and people away from my generation think that we rely and we’re obsessed with gadgets and gizmos and everybody has to buy the newest iPhone and iPad and newest everything. At the end of the day, as a student, are you really know is that is what the internet is for. How you get to it – it doesn’t matter if you don’t own a computer and you have to come to the library to use it. Um…like it’s available to you and you don’t care like how you get it.”
(WorldCat.org Focus Group Interview UKU4th year university student)
“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”(Participant UKS2)
CC: konradfoerstner http://www.flickr.com/photos/konradfoerstner/4168966589/
“…a lot of the times teachers say don’t use .com or don’t use Wikipedia, they like hate when we use Wikipedia. But Wikipedia is always right, so I always use that.” (Participant USU6)
“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.”
(Participant USU6 quoting a tutor)
CC Aunt Owwee http://www.flickr.com/photos/aunto/1045796179/
First Monday Paper: goo.gl/RFSLz
Do individuals develop personal engagement strategies which evolve over time and for specific needs and goals, or are the educational contexts the primary influence on their engagement strategies?
Are modes of engagement shifting over the course of time, influenced by emergent web culture and the availability of ‘new’ ways to engage, or are the underlying trends and motivations relatively static within particular educational stages?
1. Describe the things you enjoy doing with technology and the web each week.
2. Think of the ways you have used technology and the web for your studies. Describe a typical week.
3. Think about the next stage of your education. Tell me what you think this will be like.
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.
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?
1. Search engine
2. Social Media
c. You Tube
d. Flickr/image sharing
3. School (K-12)
D. School, classroom, computer lab
3. Extended family (siblings, cousins, relatives, children, spouses)
5. Friends/Colleagues (‘mates’)
7. Peers (school, university colleagues but not ‘friends’)
2. Online textbooks
6 US and 6 UK emerging stage students
Share information-seeking situations each month
Communicate them in any format
All selected EMAIL
“It’s for formal communication”
Completed 30 interviews Emerging Stage students
Collected 12 diaries for 3 months
Developed code book
Analyzed 30 interviews
Begun 30 interviews
Collecting 30 diaries for 4-6 months
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.
Bullen, Mark, Tannis Morgan, and AdnanQayyum. “Digital Learners in Higher Education: Generation is Not the Issue.” Canadian Journal of Learning and Technology 37, no. 1 (Spring 2011). http://www.cjlt.ca/index.php/cjlt/article/view/550/298.
Centre for Information Behaviour and the Evaluation of Research. Information Behaviour of the Researcher of the Future: A CIBER Briefing Paper. London: CIBER, 2008. http://www.jisc.ac.uk/media/documents/programmemes/reppres/gg_final_keynote_11012008.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.
Connaway, Lynn Silipigni, and Marie L. Radford. Seeking Synchronicity: Revelations and Recommendations for Virtual Reference. Dublin, OH: OCLC Research, 2011. http://www.oclc.org/reports/synchronicity/full.pdf.
Institute for Museums and Library Services Research Grant. Seeking Synchronicity: Evaluating Virtual Reference Services from User, Non-User, and Librarian Perspectives. Lynn Silipigni Connaway and Marie L. Radford, Rutgers University. Co-Principal Investigators. 2005-2007. http://www.oclc.org/research/activities/synchronicity/default.htm.
Institute for Museums and Library Services Research Grant. Sense-making the Information Confluence: The Hows and the Whys of College and University User Satisficing of Information Needs. Brenda Dervin, Ohio State University, Principal Investigator; Lynn Silipigni Connaway and Chandra Prabha, Co-Investigators. 2003-2005. http://www.oclc.org/research/activities/past/orprojects/imls/default.htm.
Nicholas, David, Ian Rowlands, and Paul Huntington. 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.
Warwick, Claire, Isabel Galina, Melissa Terras, Paul Huntington, and NikoletaPappa. “The Master Builders: LAIRAH Research on Good Practice in the Construction of Digital Humanities Projects.” Literary and Linguistic Computing 23, no. 3 (2008): 383-96. http://discovery.ucl.ac.uk/13810/.
White, David, and Lynn Silipigni Connaway. Visitors and Residents: What Motivates Engagement with the Digital Information Environment. 2011. Funded by JISC, OCLC, and Oxford University. http://www.oclc.org/research/activities/vandr/.
White, David S., and Alison Le Cornu. “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/view/3171/3049.
The researchers would like to thank Dr. Alison LeCornu and Erin Hood for their assistance in keeping the team organized, scheduling and conducting interviews, analyzing the data, and disseminating the results.