Download pdf - Digital Literacy among University Students: a pilot study

Digital literacy among university students:

a pilot study

Results from questionnaire dataN = 49

Palitha Edirisingha, Tracy Simmons and Dimitrinka AtanasovaUniversity of Leicester

Wednesday, 27 April 2011

Objectives

To identify HE students’ access to and the use of digital technologies and web 2.0 tools for their formal and informal learning in HE

To identify their level of web literacy, awareness, and skills in the use of online information for learning

To develop strategies for addressing skill gaps in web literacy

To make recommendations for supporting students to further develop their competencies with online information.


Questionnaire surveys of 100 undergraduate and postgraduate students to identify their ownership of and use of digital devices and web 2.0 tools

Focus groups (4) with students (3 – 4 in each group) to gain a deeper insight into their use of web 2.0 tools in a learning context

Workshops with students to develop and validate appropriate online activities and learning tools to improve their level of web awareness and literacy.

Methodology


Students use a range of digital devices to access and organise information and plan their studies - laptops, iPhones, MP3 players, e-readers.

Students’ familiarity and preference for the use of web 2.0 tools and digital devices is diverse, reflecting the international and other aspects of their demographic profile.

Students engage in a ‘participatory culture’ (Jenkins et al, 2006) - reading and contributing to book recommendation sites.

Initial perspectives


Web 2.0 tools and digital devices enable students to plan their study activities, seamlessly, both in virtual and physical spaces, involving input from their teachers and non-formal study groups.

Students maintain their established virtual structures and ‘online affinity groups’ (Francis, 2010) from their geographical area of origin (national and overseas). These serve as informal sources of support for studies.

University teachers and books are no longer the ‘gate keepers’ of what is deemed ‘expert’ information.

Initial perspectives


Desktop computer

Laptop/netbook computer

Smartphone

Phone w’out internet capability

Digital camera (separate)

MP3 player

Tablet computer, e.g. iPad

e-readers (Amazon Kindle)

Gaming device

Other0 20 40 60 80 100

1816

48

8886

3776

9825

Chart 1

Ownership of computer and other digital devices (% reporting)


Lapotop

Smartphone

MP3 player

0 20 40 60 80

20

43

80

Chart 3

Three most important devices for your studies / study-realted activities


More than 8 hours20%

6-8 hours22% 3-6 hours

45%

1-3 hours10%

Less than one hour2%

Daily computer use

Less than one hour 1-3 hours 3-6 hours 6-8 hours More than 8 hours

Daily computer use


0

5

10

15

20

0 1 2 3 4 5 6 7

111

4

10

19

8

1

Chart 9

How many e-mail accounts (non university) do you have?

No of email accounts

No

repo

rtin

g


University computers

Own computer (laptop)

Mobile phone

iPod Touch

0 25 50 75 100

16

55

100

82

Chart 4

Locations and the devices used to access internet during term-time


Term-time accommodation

University library

Lecture / seminar rooms

Computer rooms in the university

Office, workplace

Cafes at the University

Cafes elsewhere

At friends, relatives

On the move (trains)

Other places0 10 20 30 40 50 60 70 80 90 100

10

18

29

12

29

10

65

20

96

94

Locations where you use computers during term-time


Top three locations for computer use during term time

University computer rooms

57%

27%

University library

65%

Term-time accommodation


0

10

20

30

40

50

60

70

80

Hard drive failed Computer stolen Storage device lost Other

63

35

61

14

6

35

8

57

Chart 33Loss of digital files / data in the past year due to the following reasons


Methods and tools used for studies


Borrow books from the library

Photocopy journal articles

Download and print web-based journals

Download online journals to the computer

Browse web pages for information

Purchase books from bookshops

Purchase books online

0 20 40 60 80 100

4

2

80

61

33

18

78

49

35

20

33

55

43

18

47

63

0

6

12

39

4

Frequency of using different resources

Rarely/never Sometimes Always/nearly always


Ask a librarian

Ask friends and peers

Examine bibliographies of publications

Search databases from the library website

Search using other bibliographic search tools

Use search engines (e.g. Google)

Search using keywords on Google Scholar

Search using Amazon

Find references from special interest websites

0 25 50 75 100

6

14

63

78

20

90

31

12

10

35

35

31

22

22

8

49

45

29

53

49

4

0

53

2

18

43

59

When you search for books and articles, how often do you use the following methods?

rarely/never Sometimes Always/nearly always

When you search for books and articles, how often do you use the following methods?


Update my social network site(s) (e.g. Facebook)

Watch Television programmes (e.g. BBC iPlayer)

Listen to radio programmes on the computer/mobile phone

Contribute to blogs

Use social bookmarking sites (e.g. Delicious)

Contribute to wikis

Play video games

Download/share music

Use 3-D virtual worlds (e.g. Second Life)

Chat using instant relay text (e.g. MSN)

Make voice calls using Internet (e.g. Skype)

Share digital photographs (e.g. Flickr)

Share videos (e.g. YouTube)

Reord own music (e.g. play an instrument and recording it)

Mix music

Make graphic art

Contribute to online discussion forums/bulletin boards

Micro blogging (e.g., Twitter)

Subscribe to RSS feeds

Programming

Ebay trading

Online shopping

Online banking

Use 'apps'

0 25 50 75 100 125 150

20

14

2

2

12

10

14

22

39

0

22

4

6

6

14

37

4

47

35

8

6

10

18

18

6

0

2

18

27

39

20

2

33

4

8

4

18

16

31

25

2

22

47

37

25

16

22

31

22

12

18

33

25

20

22

18

37

33

25

20

27

47

35

29

6

8

2

51

69

69

45

49

69

88

78

39

33

16

16

78

8

59

65

69

47

31

20

8

Chart 21

never sometimes often always

Freq

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doi

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hese

act

iviti

es


Update my social network site(s) (e.g. Facebook)

Watch Television programmes (e.g. BBC iPlayer)

Listen to radio programmes on the computer/mobile phone

Contribute to blogs

Use social bookmarking sites (e.g. Delicious)

Contribute to wikis

Play video games

Download/share music

Use 3-D virtual worlds (e.g. Second Life)

Chat using instant relay text (e.g. MSN)

Make voice calls using Internet (e.g. Skype)

Share digital photographs (e.g. Flickr)

Share videos (e.g. YouTube)

Reord own music (e.g. play an instrument and recording it)

Mix music

Make graphic art

Contribute to online discussion forums/bulletin boards

Micro blogging (e.g., Twitter)

Subscribe to RSS feeds

Programming

Ebay trading

Online shopping

Online banking

Use 'apps'

0 25 50 75 100 125 150

20

14

2

2

12

10

14

22

39

0

22

4

6

6

14

37

4

47

35

8

6

10

18

18

6

0

2

18

27

39

20

2

33

4

8

4

18

16

31

25

2

22

47

37

25

16

22

31

22

12

18

33

25

20

22

18

37

33

25

20

27

47

35

29

6

8

2

51

69

69

45

49

69

88

78

39

33

16

16

78

8

59

65

69

47

31

20

8

Chart 21

never sometimes often always

Freq

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Mostly used web-based tools and resources - for learning


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AskBaidu BaikeGoogle Calendaronline journalsProject GutenbergSueddeutsche Zeitung

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Mostly used web-based tools and resources - for learning



Face to face

Telephone

Email

IRC

VLE discussion forum

Other discussion forum

Social Network Tools

SMS

0 25 50 75 100

Tutors

Face to face

Telephone

Email

IRC




SMS

0 25 50 75 100

Experts

Face to face

Telephone

Email

IRC




SMS

0 25 50 75 100

Peer groups

Face to face

Telephone

Email

IRC




SMS

0 25 50 75 100

Course mates


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Functions and purpose of the online groups / forums where you are a member of that support a hobby or particular interest

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The purposes of the social networking sites that you use

In fact I don't like social networking sites. I have an account but rarely using.

I rarely use them.

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The purposes of the social networking sites that you use


Facebook and Renren

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Subscriptions to RSS feeds

Yes = 6 out of 49

BBCBBC NewsBBC News, Google ReaderBlogspotTom News, MSN News,QQ News


The percentage of time on online communications (including on mobile phone) on ..

0

4

8

11

15

0% of time 20% of time 40% of time 60% of time 80% of time 100% of time

1

0

4

33

10

13

4

6

3

0

Chart 7

On study

0

3.75

7.50

11.25

15.00

0% of time 20% of time 40% of time 60% of time 80% of time 100% of time0

1

5

4

13

10

3

4

5

0

1

Chart 8

On socialising


Have digital communication tools (such as e-mail, text messages, instant messaging, and social network sites):

4%

53%

43%

Chart 1

No Yes No response

Decreased the amount of time you spend in face-to-face discussion

with your tutors

4%

57%

39%

Chart 2

Decreased the amount of time you spend in face-to-face discussion and

on the phone with course-mates

8%

20%

71%

Chart 3

Allowed a higher quality of discussion than is possible

face-to-face?


6%

55%

39%

Chart 5

Tended to distract you from your work?

Led to confusion and misunderstandings?

8%

37% 55%

Chart 6

4%

51%

45%

Chart 4

Allowed a higher quality of discussion than is possible on

the telephone?

emailFacebook

PhoneWeibo

Online gameSocial networking tools

emailsms

Instant messaging



No response6%

Yes78%

No16%

Chart 7

Made you more inclined to/comfortable with contacting someone in a position

of authority



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1st 2nd 3rd 4th 5th

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Baidu 2

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BBC News 2 2 2 2 2

BBC Sport 1 1 1

BBC Weather 1 1

blogs 1 1 2 1

eBay 1

email 4 8 1 2

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Facebook 10 7 4 3 2

Google 4 8 3 3 1

Google Books 1

Google Scholar 2 2 1 1

Guardian 1

Hotmail 1 1 2

iTunes 1

Jefit 1

LION 1

1st 2nd 3rd 4th 5th

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Microsoft package 1 2 1

MLA 1

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MSN 3 1 1 1 1

NYT News 1

online banking 1

online dictionaries 1 2 1

perezhilton.com 1

QQ 3 1 3 2

Renren 3

RunKeeper App 1

Sina 1 1 2 1

Skype 2

Tudou 1

Twitter 2 1 1

UoL blackboard 4 2 3 2 2

UoL library website 4 1 2 2 2

WhatsApp 1

Wikipedia 1 1

Xiao Nei 1

Yahoo! 1

YouTube 1 2 1 1


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Improved the quality of the work you produce

Enabled you to perform tasks that you couldn't do before

Improved the speed with which you can perform tasks

Increased the amount of time on your study related activities

Increased your motivation to work and study

Helped you acquire new skills

Resulted in a loss of a skill that you previously had 8

6

6

8

6

8

4

27

80

57

51

90

78

92

65

14

37

41

4

14

4

Chart 3

No Yes No response

Do you think the software tools cited above have:


Skills lost due to digital tools

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L 0,)22&%8*!"--)!(2C

L $0&%8*3&!6"%'-&)0


No response12%

Yes63%

No24%

Chart 1

No Yes No response

No response10%

Yes31% No

59%

Chart 2

Do you find some difference between the grades you receive for coursework (e.g.,

essays) when you can use the digital tools compared to the grades received for

course work written in timed examinations?

Do you think you would be able to produce work of comparable standard if such digital tools you have mentioned

above were not available?


•!'2@'C0*!",C*(7)*&#,"-('%(*D2)0*("*(7)*)+()-%'2*3-&/).*&>)>*#)#"-C*06!1>*M$(*&(*-)0$2(0*&%*0,)%3&%8*#"-)*#"%)C*("*A$C*'*%)@*"%).*("*-)!"/)-.*("*D+*&(

•!W%%"C&%8*A$(*7'3*(7)#*A'!1)3*$,*'(*7"#)

•! [had to] 3"*^(7)*@"-1_*'8'&%•!7'3*("*-)@-&()*4-"#*(7)*0('-(*'%3*2"0(*2"(0*"4*&%4"-#'6"%

•! 9*7'3*("*@"-1*3'C*'%3*%&87(*("*,-"3$!)*(7)*@"-1*2"0(*'%3*@'0*0(-)00)3*"%*(7&0*,)-&"3*"4*6#)>

•! 9*7'/)*2"0(*'22*(7)*EbV*D2)0*9*7'/)*0("-)3*&%*#C*#)#"-C*06!1.*0"*9*7'3*("*0('-(*)/)-C(7&%8*4-"#*g)-"hhh

•!9*7'3*("*-)@-&()*#C*'00&8%#)%(>*M$(*(7)*#"0(*(7&%8*9*'#*'4-'&3*"4*&0*(7)*'00&8%#)%(*&%*(7)*2"00*"4*0("-'8)*3)/&!)*@"$23*A)*!",&)3*AC*"(7)-0>

•!9*2"0(*'*2"(*"4*,-)0)%('6"%*,',)-0*'%3*-)0)'-!7*-),"-(0.*7"@)/)-.*(7)*#"0(*3'#'8)3*(7&%8*@'0*2"0&%8*'*2'-8)*'#"$%(*"4*!"%('!(*'33-)00)0>

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!"#$%&'()*$%*$"(+$,-$.,/0$1*/+%#1


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•!=&%!)*(7)*D2)0*3"%B(*7'/)*0("!1*&%*!"#,$()-.*&(*,)-7',0*2"0)*(7)*/'2$)*@"-1,&)!)>

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•! 9(*#'1)0*#)*("*3"*&(*'8'&%.*'%3*@'0()3*#C*6#)>

•! &(*02"@)3*3"@%*#C*@"-1*'%3*2)'-%&%8*A$(*7)2,)3*#)*2)'-%*("*'2@'C0*7'/)*(@"*!",&)0

•!;"0(*#'%C*$0)4$2*3"!$#)%(0.*'%3*,&!($-)0>

•! 2$!1&2C*&(*3&3*%"(*7'/)*#C*$%&/)-0&(C*@"-1*"%.*A$(*9*7'3*("*,'C*("*-)(-&)/)*(7)#

!"#$%&'()*$%*$"(+$,-$.,/0$1*/+%#1


2*"#0$),&&#-*1333

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•! 9*7'/)*!",&)0*"4*(7"0)*3&8&('2*D2)0>

•! 9(*&0*D%)>*9#,"-('%(*D2)0*7'/)*A))%*!",&)3*A)4"-)*&%*#C*)#'&2>

•! %"*&#,'!(*A)!'$0)*(7)-)*@)-)*#C*,)-0"%'2*!"22)!6"%0*R/&3)"0.*,&!($-)0.*#$0&!S


L '-(*,-"4)00&"%'20*(""20L )?X)'3)-L&?M""1*&%*&E7"%)L )3&6%8*(""2.*8-'##'-*!7)!1&%8*(""2L :%3Q"()L V2&!1)-*?*("*8)(*/&0$'2*0($j0L N""82)*=!7"2'-*&0*#"0(*7)2,4$2*(""2>*M)!'$0)*&(*!"%('&%0*#'%C*&%4"-#'6"%*(7'(*(7)*$%&/)-0&(C*2&A-'-C*3")0*%"(

L k&%32)*?*&(*&0*2&87()-*(7'%*A""10.*&(*&0*)'0C*("*!'--C.*!"%/)%&)%(L P'CA)*)?-)'3)-0.*!'$0)*&(*&0*/)-C*!"%/)%&)%(*4"-*#)*("*-)'3*'-6!2)0*@7)%*9*!'%B(*$0)*2',(",0>

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L E)-7',0*2&!)%0)3*,-"8-'#0*%"(*'/'&2'A2)*("*$0>L X&87(*%"@*9*'#*%"(*'@'-)*'A"$(*E'-6!$2'-*W,,2&!'6"%0>*M$(*9*'#*0$-)*&E'3*@"$23*7)2,*("*#'1)*%"()0*I$&!12C.*)'0&2C*'%3*)m!&)%(2C>*9%!-)'0)3*#C*0($3C&%8*",6"%0>

Applications that might be helpful with aspects of study (that I do not use currently)


•! 5=n*E7"("07",*8-',7&!*0"H@'-)*(""20•! 3"@%2"'3&%8*D2#0.*@'(!7&%8*D2#0.*-)!)&/&%8*&%4"-#'6"%*4-"#*0"#)*0"!&'2*%)(@"-10.*#"0(2C*$0)*57&%)0)*@)A0&()0*0$!7*'0*3"$A'%>!"#

•! )M""1•! D2#0*?*'22"@*("*@'(!7*"%2&%)*0"#)*(7'(*9*@"$23*%"(*A)*'A2)*("*8)(*7"23*"4

•! 9*2"/)*,7"("8-',7C>*W0*'*-)0$2(.*(7)*3&8&('2*!'#)-'*&0*%))3)3*'%3*'22*-)2)/'%(*0"H@'-)*'%3*',,2&!'6"%0*4"-*)3&6%8.*07'-&%8*'%3*,-&%6%8*,7"("0*'-)*)00)%6'2

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Hobbies or interests that require the use of online digital tools and / or digital hardware

•! "%2&%)*07",,&%8•! ,7"("8-',7C•! ,7"("8-',7C*?*0"H@'-)*("*@"-1*"%*,7"("0•! ,-"3$!&%8*/&3)"*!2&,0*@&(7*&?#"/&)•! E("E*4'&20*3"@%2"'3•! -)'3*0"#)*"-&8&%'2*%"/)20•! -)'3&%8•!i0)*NE=*"%*#C*,7"%)*("*-)!"-3*#C*-$%0>*E2'%*8C#*0)00&"%0*"%*,7"%)*@&(7*Z)D(*B',,B>

•!O&1&.*N""82)•! o)0.*9*2"/)0*("*0($3C*'A"$(*i%&/)-0)*'%3*Q'($-)>*PC*0$AJ)!(0*'0*@)22*?*5"##$%&!'6"%0*R",6!'2*F*0&#,2)S.*b&8&('2.*:2)!(-"%&!0>

•! C)0.*0"#)*(""20*4"-*2&0()%&%8*("*#$0&!.*@'(!7*#"/&)*'%3*#"3&4C*,&!($-)0
