1. 9th November 2012
Visitors and Residents: Exploring what motivates students to engage with digital services Visitors & Residents - #vandr
Lynn Silipigni Connaway, Ph.D. (Co-PI)
OCLC Research
US – UK 3 years
Dr. Donna Lanclos, Ph.D.
University of North Carolina, Charlotte
David White (Co-PI)
University of Oxford

2. David White (@daveowhite) Co-Manager ‘TALL’ University of Oxford
Lynn Silipigni Connaway, Ph.D.
Senior Research Scientist
OCLC Research
Donna Lanclos, Ph.D.
Associate Professor for Anthropological Research
University of North Carolina, Charlotte 2

3. White, David, and Lynn Silipigni Connaway
White, David, and Lynn Silipigni Connaway. Visitors & Residents: What Motivates Engagement with the Digital Information Environment Funded by JISC, OCLC, and Oxford University.

4. Emerging, Establishing, Embedding, Experienced
Convenience,
ease of use,
accessibility
Connection,
sharing with
others
Authority,
legitimacy
Relevance
Distraction
Create
Reliability
Speed
Searching
Collaborate
Fun,
enjoyment
Quantity
N=61 (31 Emerging 10 for the each of the other stages)
Give an overview of the ways in which our participants engage – emphasise that Connection and Collaborate are quite high here.
“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. So I would usually speak to someone about it. ” UKS4, Secondary School, Female, Age 17
=  Importance of people as potential sources—says that although uses internet most often, isn’t actually preferred method/source.
This is the counterpoint view from faculty:
“I don’t get involved with things like Facebook and Twitter. I have major misgivings about the confidentiality of things such as that and the fact that people do trawl it to see who said what, and it’s not easy to wipe off what you said at some later stage. …I don’t have an objection to them in principle, but I think in practice they can actually be quite dangerous weapons.” UKF4 Faculty, Economics, Male, Age 57
Visitors and Residents

5. Visitor Resident Video - http://is.gd/vandrvideo
Project -
Paper -
Remember to include attitudes towards knowledge wrt V&R
Example of Faculty Resident Practice:
“…and I’m now part of the Urban Design Group on Facebook as well, so I tend to post things. So if I’m looking, you know, just procrastinating on the internet and looking for architectural things, or things about house decoration, which I like a lot, and I find something interesting, I think will be useful for them, I post to them on the group.” UKF5 Faculty, Urban Design, Female, Age 41
Example of the publishing/impact conundrum: “…why don’t I just publish my work on my website and let my peers find it and I’ll get judged by either the number of downloads if I’ve recorded that or the number of citations if I go looking for that, and not even worry with the journal? Not worry about page costs and stuff like that.” USF1 Faculty, Bio-Informatics, Female, Age 53,

6. xMOOC cMOOC Visitor Resident
“When I start signing up for classes I try to avoid classes that are 50% online and stuff like that because I just, I don’t want to risk missing a test because I forgot or because I’m not there at that time or something like that.” USU7, Political Science, Female Age 19
“Moodle, I check my Moodle a lot. I actually found out this week that I have to check my Moodle very frequently. We actually had – an assignment was posted at like five or five thirty on Sunday night that was due at eight am the next morning. I don’t exactly think that’s fair but it’s one of those, like if you don’t check it frequently you’re going to miss that.” USU4, Mechanical Engineering and Physics, Male, Age 19
“I also like for one class, for computer science…It’s a class where we have to be on Moodle, we have to write a forum post about some kind of activity we’re doing and then do the activity, then write a blog entry about the activity such as what we did, what we did well, what didn’t go well and what we’d do next time. It’s just basically doing activity such as attending a student organization meeting, attending like a computer science lecture or going to the UCAE for a workshop or doing voluntary or…. So basically we have to get 50 hours for like 50 points at the end of the semester as a grade.” USU14, Computer Science, Male, Age 18
“Some stuff, like also like study groups and stuff can get us points like if we have a study session that’s done in our dorm room, in the library or something, if we post about that and make a group about it then we can get points for that. So I’m trying to do – I also try to do like create a study session for a class, even though if I don’t necessarily need it I mean, I do get something out of it so I host a study group – “Hey I’ll have a study group for such and such a class at the weekend. Come if you want to.” And I’ll post that on Moodle so that’s how I’m creating forum topics.” USU14, Computer Science, Male, Age 18

7. Institutional Resident Gap
UKU3 (UK 1st year undergraduate)
This participant has a clear demarcation between Resident modes of engagement in her personal life and Visitor modes of engagement for study.
The map is a mode of engagement landscape onto which individuals can be plotted. The limits of the map have been defined by the four major framing concepts of the project: V&R – Personal and Institutional. The Personal end of the axis encompasses an individual’s private life, and the Institutional is their professional and/or academic life.
The data from the Emerging educational stage seem to suggest that individuals were engaging with systems and materials not provided by their institutions to do institutional work (e.g., consulting Wikipedia to write an essay). Such user-owned literacies, when mapped like this, take a prominent role in the academic work of many of our research subjects. Given the effect that the internet is having on collapsing the relationship between certain modes of activity and specific physical spaces, it is important not to tie notions of the intuitional and the personal to ideas of “school/university/library” and “home” as buildings.
White, David, and Lynn Silipigni Connaway. Visitors & Residents: What Motivates Engagement with the Digital Information Environment Funded by JISC, OCLC, and Oxford University.

8. USS4 (US late stage high-school)

9. Activity 1 – Mapping your personal engagement with the web for learning and teaching.
Similar process to the activity we did at Assist last year but this should work better because they will be around tables.
This can be done on whiteboards in the room or via a Google drawing if they have access and a Google account. See as an example. Participants can share their drawing with so that we capture them all. We can review some of them on the main screen.
Discuss some of our participants modes of engagement (Could add some of the ‘I just Google and see what comes-up’ type quotes):
Experienced
“So, you know, I have a Facebook but I don’t visit it very often. It’s mainly just a – I don’t know, sort of an organisational system for people that I know or something, that I can sort of – I don’t use it to stay in touch with people really” USF3, Faculty, Biology, Male, Age 40. Organisational
“LinkedIn would be everybody that I have-, many people that I’ve worked with in the past, graduate students. I even have undergraduate students on there but it is exclusively business related.” USF2, Faculty, Electrical and Computer Engineering, Male, Age 49, Organisational – This is what LinkedIn is
Embedding
“…the Facebook group is extremely active also, if not for just complaining about an assignment or trying to find a particular reading, but also sharing current news articles with each other.” UKG2, Masters level, eLearning, Female, Age 22, social meets academic
Establishing
“There were 50 people who also worked on the same program and because we’re from all different parts of the country and different countries you can’t really keep in touch with them any other way. It’s through things like Facebook or and stuff.” UKU12, Mathematical Physics, Female, Age 21. Relocation

10. Activity 2 – Mapping the predominant modes of engagement of the students, faculty and/or staff using your services.
Need to make an image for this one. It might work well to get everyone who is online to contribute to a shared Google drawing which I can share with them. If not then we can use the same system as the previous activity.
“I don’t really talk that much on the phone. I just text a lot.” USS4, High School Student, Male, Age 17
“Okay, so takes up a huge part of my day.” USF3, Biology, Male, Age 40
“ s I talk a lot more formally. So definitely. Phone calls – I think writing in general is – makes things a lot – I don’t know if the word “better” describes it. Writing is a much I guess cooler way of communication than or phone calls. It is just really slow. So that is why it is not used anymore. But I actually like writing letters. It is kind of fun. It felt like I was like in the 1800’s. I was like – “This is so weird.”(Laughter)” USU12, Computer Science and Communications, Male Age 19
“But when I went to the library, I found books and stuff that had more information than what Google or Wikipedia or anybody else had.” USS1, High School Student, Female Age 17
“So I don’t tend to want to spend my weekend wandering round Oxford trying to find books in the library if I’m perfectly honest. You know? That’s just me.” UKU1, FD in Teaching, Female, Age 57

11. Activity 3 - Discussion around the challenges and value of incorporating more Resident modes of engagement into institutional services and practice.
Need an image.
“If you have a sort of big presence that people might be able to get access to you, but I don’t have a big presence on there so I’m not bothered about people finding out things that I don’t want them to know about. I’m quite private in terms of the technology—I don’t have a Facebook site or…” UKG4, History of Art, Female, Age 49
“I think it’s always a stereotype, I find, for teenagers, that we are obsessed with our phones and we are constantly texting, constantly on Facebook. But obviously we are more so than 50 years ago, because obviously with technical advances, but we do always use them in positive ways, so I think that we need to – I just think that often it goes unnoticed that we do actually do good research on the internet, it’s not just about Facebook and stuff like that.” UKS4, Secondary School Student, Female, Age 17
“I’m just very aware there are people who are very technically highly expertised and I am not, so I imagine that I’m missing out on a lot. But maybe I’m not?” UKG3, Practical Theology, Male, Age 51
“ is not used nearly as much as Facebook. Facebook is, obviously, it’s called networking but I don’t really use it for any educational purposes. That’s really just social. , even my Gmail, I really don’t use that much for … obviously I use my school for contacting anyone in the school, but …. Usually it’s a different group of people and a different type of conversation.” USU13, Undeclared, Male, Age 18

12. Different ways of engaging?
‘Resident’ modes of engaging users (on and off-line)
Countering the perception of the institution as only a physical space
Understand user behavior on the web (Learning black market etc.)
Activity engaging in the digital spaces users inhabit
Advertise resources, brand & value
The notes on this slide need updating to be broader than the library focus but I think the points in the slide are valid for EDUCAUSE. Not sure the image is right.
Image:
Libraries and librarians need to work to counter the notion of the library as only a physical space. There should be more ‘Resident’ practice both on and off line e.g. Posting information experts in departments, placing collection links on Wikipedia, providing links to expertise and services via social media etc.
Library systems need to look and function more like search engines, e.g., Google and Yahoo, and services, e.g., Amazon.com since these are familiar to users who are comfortable and confident in using them (p.5).
36% of respondents reported being extremely familiar with search engines while only 26% reported being very familiar with libraries (p. 1-8)
VRS meets users where they are
Text, , chat
Facebook (“On Facebook, Librarian Brings 2 Students From the Early 1900s to Life,” January 6, 2012, Nick DeSantis, Chronicle of Higher Education.
Joe McDonald, sophomore at University of Nevada, Reno in 1913, and girlfriend and future wife, Leola Lewis
Librarians’ expertise can deliver quality sources to users through VRS that they cannot find with a Google search
Connaway, Lynn Silipigni, and Timothy J. Dickey. The Digital Information Seeker: Report of the Findings from Selected OCLC, RIN, and JISC User Behaviour Projects. London: HECFCE, (p. 5).
De Rosa, Cathy. Perceptions of Libraries and Information Resources: A Report to the OCLC Membership. Dublin, OH: OCLC Online Computer Library Center, (p.1-8).
“However, I would have used Google if I had had internet connection, because if you spell something incorrectly, there is a notice saying “did you mean to spell ____?” with the correct spelling of the word. So that would have been my first choice of thing to do in this situation, but the dictionary application worked fine since I did not have internet connection.” USS3, High School, Female, Age 19

13. We would like to thank: Alison Le Cornu, Ph.D. Research Assistant
University of Oxford
Erin M. Hood
Research Support Specialist
OCLC

14. Selected Bibliography
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, Connaway, Lynn Silipigni, and Timothy J. Dickey. The Digital Information Seeker: Report of the Findings from Selected OCLC, RIN, and JISC User Behaviour Projects. London: HECFCE, 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): Connaway, Lynn Silipigni, David White, and Lorcan Dempsey. Digital Visitors and Residents: What motivates engagement with the digital information environment? An update on current findings. Video presentation, October 13, De Rosa, Cathy. Perceptions of Libraries and Information Resources: A Report to the OCLC Membership. Dublin, OH: OCLC Online Computer Library Center, 2005. 16

15. Selected Bibliography
DeSantis, Nick. “On Facebook, Librarian Brings 2 Students From the Early 1900s to Life.” Chronicle of Higher Education (January 6, 2012). from-the-early-1900s-to-life/34845.
Nicholas, David, Ian Rowlands, and Paul Huntingdon. Information Behaviour of the Researcher of the Future: A CIBER Briefing Paper. London: CIBER, pdf.
White, Dave. “Not ‘Natives’ & ‘Immigrants’ but ‘Visitors’ & ‘Residents.’” Posted on TALL Blog, July 23, immigrants-but-visitors-residents/.
White, David, and Lynn Silipigni Connaway. Visitors & Residents: What Motivates Engagement with the Digital Information Environment Funded by JISC, OCLC, and Oxford University.
White, David, and Alison Le Cornu. “Visitors and Residents: A New Typology for Online Engagement.” First Monday 16, no. 9 (2011). 17

16. Introduce some of the underlying issues
Introduce some of the underlying issues. Discuss some of the struggles Emerging and Establishing stage students have with credibility, especially around evaluating online sources.

17. Draft Course http://goo.gl/tBfld
An ‘experiential’ online course designed for teaching staff to explore new forms of online practice.

18. The word “librarian” never mentioned by Emerging Stage participants as a source of information
One participant referred to “a lady in the library who helps you find things” (USU5)
LSC
Image:
“– there’s a lady in the library who helps you find things.” USU5, Systems Engineering, Male, Age 19

19. The Learning Black Market
Covert online study habits
Wikipedia
Don’t cite
Widely used
Guilt
Perception that students & teachers disagree
Quality sources DW
Image CC:
There is a Learning Black Market”: learners use non-traditional sources but feel they cannot talk about them in an institutional context. Wikipedia usage is an example of this. (White & Connaway, 2011)
White, David, and Alison Le Cornu. “Visitors and Residents: A New Typology for Online Engagement.” First Monday 16, no. 9 (2011).
This is the updated Sources Tree map. (All stages, Phase 1 and 2)
Students’ Perceptions of Teachers’ opinions of Wikipedia:
“Avoid it.” UKS8, Secondary School Student, Female, Age 16 (Emerging)
“They used to tell us in high school not to use Wikipedia.” USU1, Undeclared, Female, Age 19, Digital Visitors and Residents
“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, Political Science, Female, Age 19 (Emerging)
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, Political Science, Female, Age 19 (Emerging)
“…I would actually use my phone to Wiki or to use Wikipedia to look up something and then I would just be like “Okay” and keep to that. Just because it’s there and it’s easy and it’s just kind of getting this first point of call and maybe a better understanding.” UKU9, City and Regional Planning, Male, Age 27 (Establishing)
“I think academia does not like Wikipedia just for the fact it can be edited, but I really think that Wikipedia is in some ways better than other sources and some ways not as good because one thing is like the kind of go to place just like if you want to read about something and you know it’s on Wikipedia you can just go there and quickly read about it. And also there’s so many people that can edit and modify Wikipedia pages so you can have a less biased and more standardized information.” USU14, Computer Science, Male, Age 18 (Establishing)
White, David, and Lynn Silipigni Connaway. Visitors & Residents: What Motivates Engagement with the Digital Information Environment Funded by JISC, OCLC, and Oxford University.

20. Becoming academically Resident
This is a narrative informed by our data but not significantly represented by it. It’s more of a possible path for academic practice than representative of a specific participant.