Why students can’tWhy students can’tuse online resourcesuse online resources

Jan Smith & Martin OliverJan Smith & Martin Oliver

University College LondonUniversity College London

Session outlineSession outline

Why information literacy is becoming Why information literacy is becoming more importantmore important

The ‘Seven Faces’ modelThe ‘Seven Faces’ model About the studyAbout the study Student perceptions of information Student perceptions of information

literacyliteracy

The need for information The need for information literacyliteracy

Do we understand what students do with Do we understand what students do with online resources when they are presented online resources when they are presented with them? with them? Growth in internet and VLE usageGrowth in internet and VLE usage Popularity (?) of reusable learning objectsPopularity (?) of reusable learning objects Studies equating access with useStudies equating access with use

The need for students to become critical The need for students to become critical consumers of information consumers of information

Differences between DL and blended contextsDifferences between DL and blended contexts

Bruce’s ‘Seven Faces’ Bruce’s ‘Seven Faces’ modelmodel

Phenomenographic study to identify Phenomenographic study to identify conceptions of information literacyconceptions of information literacy

Seven different conceptions were Seven different conceptions were identified, ranging from technically-identified, ranging from technically-orientated to a wisdom/new knowledge orientated to a wisdom/new knowledge orientationorientation Christine Bruce, (1997), The Seven Faces Christine Bruce, (1997), The Seven Faces

of Information Literacy, Adelaide: Auslib of Information Literacy, Adelaide: Auslib PressPress

Phenomenographic category Descriptor

Information technology conception

Information literacy is seen as using information technology for information retrieval and communication

Information sources conception

Information literacy is seen as finding information

Information process conception

Information literacy is seen as executing a process

Information control conception

Information literacy is seen as controlling information

Knowledge construction conception

Information literacy is seen as building up a personal knowledge base in a new area of interest

Knowledge extension conception

Information literacy is seen as working with knowledge and personal perspectives adopted in such a way that novel insights are gained

Wisdom conception Information literacy is seen as using information wisely for the benefit of others

The Information Sources The Information Sources coursecourse

Open to a multidisciplinary intake across all Open to a multidisciplinary intake across all years of study:years of study: Finding, using and presenting informationFinding, using and presenting information Assessment by annotated bibliography on a topic Assessment by annotated bibliography on a topic

of student’s choiceof student’s choice ~45 students:~45 students:

most from Information Management but also most from Information Management but also physical and human sciences, and affiliate physical and human sciences, and affiliate studentsstudents

Pre- and post-course questionnaires and Pre- and post-course questionnaires and session observationssession observations

The pre-course The pre-course questionnairequestionnaire

Limited demographic dataLimited demographic data Home department, year of studyHome department, year of study

Open ended questions:Open ended questions: Describe how you would go about Describe how you would go about

producing the bibliography…producing the bibliography… Explain why you would do it this way…Explain why you would do it this way…

Response rate of only 25%Response rate of only 25%

The pre-course questionnaire: The pre-course questionnaire: How?How?

One source of electronic information was One source of electronic information was cited three times: the UCL library, cited three times: the UCL library,

followed by two mentions for Google. followed by two mentions for Google. Two students were less specific, Two students were less specific,

mentioning the internet or websites in mentioning the internet or websites in general. Only two students cited specific general. Only two students cited specific

academic tools – SciFinder, Science academic tools – SciFinder, Science Direct and Athens, both of whom were Direct and Athens, both of whom were

from Chemistry.from Chemistry.

The pre-course questionnaire: The pre-course questionnaire: Why?Why?

The most popular explanations were The most popular explanations were awareness and ease of use. Only three awareness and ease of use. Only three students made a value judgement of students made a value judgement of

the resources they had cited, one from the resources they had cited, one from IM who noted the accuracy of the UCL IM who noted the accuracy of the UCL

library, and the Chemistry students library, and the Chemistry students who appreciated the quality of the who appreciated the quality of the

scientific databases.scientific databases.

Case studiesCase studies

The quantity/quality dichotomyThe quantity/quality dichotomy A chemistry student unhappy with hundreds A chemistry student unhappy with hundreds

of hits via Googleof hits via Google Introduced to PSIgate – unhappy with only Introduced to PSIgate – unhappy with only

two hits!two hits! Struggled to equate less – in terms of Struggled to equate less – in terms of

quantity – with more – in terms of quality quantity – with more – in terms of quality and relevanceand relevance

An example of ‘information control’ An example of ‘information control’ studentstudent

Case studiesCase studies

Lecturers’ unjustified assumptionsLecturers’ unjustified assumptions Two fourth year chemistry students who had Two fourth year chemistry students who had

undertaken a literature review in year 3undertaken a literature review in year 3 Lecturers assumed this was a reasonable taskLecturers assumed this was a reasonable task Amazed by the nature, scope, quality of Amazed by the nature, scope, quality of

information available using the refined search information available using the refined search techniquestechniques

Outraged that they hadn’t been shown earlier!Outraged that they hadn’t been shown earlier! Illustrates ‘process’ and ‘knowledge Illustrates ‘process’ and ‘knowledge

construction’ construction’

Case studiesCase studies

The reversion to GoogleThe reversion to Google The students seemed to enjoy the new The students seemed to enjoy the new

resources they were introduced to – but resources they were introduced to – but many quickly reverted to Google…many quickly reverted to Google…

These were all 1These were all 1stst or 2 or 2ndnd year students year students The lack of perseverance and its relation to The lack of perseverance and its relation to

academic maturityacademic maturity Illustrates ‘information sources’ Illustrates ‘information sources’

conceptionconception

Case studiesCase studies

The persistence of the information technology The persistence of the information technology conceptionconception A small minority displayed what John Biggs calls ‘pre-A small minority displayed what John Biggs calls ‘pre-

structural knowledge’ structural knowledge’

““Nothing on this course was new to me as I have Nothing on this course was new to me as I have studied html and site design for many years.” studied html and site design for many years.”

(1(1stst yr IM) yr IM)

““It would be great if talk more aboutIt would be great if talk more aboutcomputer language.” (3computer language.” (3rdrd yr Hum.Sci) yr Hum.Sci)

Case studiesCase studies

The tacit nature of information literacyThe tacit nature of information literacy Sophisticated search techniquesSophisticated search techniques Well-organised bookmarksWell-organised bookmarks Unable to articulate how or where she had learnedUnable to articulate how or where she had learned

““Learnt where to search for Learnt where to search for specialistspecialist subject areas. I subject areas. I found the actual location (ie: URLfound the actual location (ie: URLss) and identification of ) and identification of

information sources… very useful. However, the information sources… very useful. However, the techniques for using them I found obvious and self-techniques for using them I found obvious and self-

explanatory.explanatory.””

‘‘Knowledge extension’ studentKnowledge extension’ student

The post-course The post-course questionnairequestionnaire

Limited demographic dataLimited demographic data gathered gathered Home department, year of studyHome department, year of study

Open ended questions:Open ended questions: Describe what you have learned on this Describe what you have learned on this

course…course… Describe how you might use what you Describe how you might use what you

have learned…have learned… Response rate of 79%Response rate of 79%

Phenomenographic Phenomenographic CategoryCategory

11stst & 2 & 2ndnd Year Year StudentsStudents

33rdrd & 4 & 4thth Year Year studentsstudents

Information TechnologyInformation Technology 18%18% 36%36%

Information SourcesInformation Sources 87%87% 63%63%

Information ProcessInformation Process 62%62% 82%82%

Information ControlInformation Control 6%6% 18%18%

Knowledge Knowledge ConstructionConstruction

31%31% 54%54%

Knowledge ExtensionKnowledge Extension 6%6% 0%0%

WisdomWisdom 0%0% 0%0%

Value JudgementValue Judgement 31%31% 9%9%

Explanation of tableExplanation of table

Comments – not students – have been Comments – not students – have been categorisedcategorised Students hold multiple perspectivesStudents hold multiple perspectives Students in earlier years focus more on sources (but Students in earlier years focus more on sources (but

these are IM students)these are IM students) Students in later years focus more on process and Students in later years focus more on process and

knowledge construction: applying information to other knowledge construction: applying information to other subjects and projectssubjects and projects

Difficulties in categorisationDifficulties in categorisation Boundaries between the Bruce conceptions are fine, Boundaries between the Bruce conceptions are fine,

even blurredeven blurred VValue judgementsalue judgements need to be encouraged need to be encouraged

Interpretation of resultsInterpretation of results

Striking increases in awareness of information Striking increases in awareness of information sourcessources From 4 comments to 14 for 1st & 2nd years (max 16)From 4 comments to 14 for 1st & 2nd years (max 16) From 2 comments to 7 for 3rd & 4th years (max 11)From 2 comments to 7 for 3rd & 4th years (max 11)

Striking increases in awareness of information Striking increases in awareness of information processesprocesses From no comments to 10 for 1st & 2nd years (max 16)From no comments to 10 for 1st & 2nd years (max 16) From 1 comment to 9 for 3rd & 4th years (max 11)From 1 comment to 9 for 3rd & 4th years (max 11)

Reflects emphasis of the course on finding and Reflects emphasis of the course on finding and presenting informationpresenting information

Interpretation of resultsInterpretation of results

However...However... Little evidence for knowledge extension or wisdom, and Little evidence for knowledge extension or wisdom, and

only some for knowledge constructiononly some for knowledge construction(This might be explainable by the decontextualised nature (This might be explainable by the decontextualised nature of this course)of this course)

Little evidence of value judgements being made - only Little evidence of value judgements being made - only 16% of students16% of students(Comments mainly from IM students, probably reflecting (Comments mainly from IM students, probably reflecting the broader programme of study)the broader programme of study)

Calls into question whether this kind of course can, in and of Calls into question whether this kind of course can, in and of itself, develop the more advanced form of information itself, develop the more advanced form of information literacyliteracy

Information literacy education likely to be iterative to Information literacy education likely to be iterative to encourage movement through/across categoriesencourage movement through/across categories(move to more sophisticated conceptions when relevant)(move to more sophisticated conceptions when relevant)

ConclusionsConclusions

Little evidence for effective use of resources at Little evidence for effective use of resources at the start of the modulethe start of the module

Post-course evidence of a wider range of Post-course evidence of a wider range of conceptions of information literacy, e.g.conceptions of information literacy, e.g. Mature students talk more about processes and applying Mature students talk more about processes and applying

informationinformation Younger students develop insights across a wider range Younger students develop insights across a wider range

of categoriesof categories Case studies show the gap between what we Case studies show the gap between what we

hope students will know and do with online hope students will know and do with online resources and what they actually doresources and what they actually do

ConclusionsConclusions

Some evidence that a just-in-time approach may be Some evidence that a just-in-time approach may be usefuluseful (ensuring relevance) (ensuring relevance)

Relative ease of raising awareness in relation to Relative ease of raising awareness in relation to sources and processessources and processes

Relative difficulty of developing knowledge, wisdom Relative difficulty of developing knowledge, wisdom or value-related perceptions of informationor value-related perceptions of information This may be something for courses to emphasise explicitlyThis may be something for courses to emphasise explicitly

Shows the value of modified Seven Faces model in Shows the value of modified Seven Faces model in promoting and evaluating more sophisticated promoting and evaluating more sophisticated conceptions of information literacyconceptions of information literacy