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Grazing, Looping & Skimming: Understanding Students’ Digital Habits
Deirdre CostelloSr. User Experience Researcher
EBSCO Information Services
@deirdre_lyon
http://www.linkedin.com/pub/
deirdre-costello/12/440/593/
ABOUT ME
Deirdre Costello, Sr. User Experience Researcher
Experience:
Currently at EBSCO Information Services
5+ years experience in Library & Information Science
Education:
MSLIS from Simmons College
MA in English from Boston College
BA in English and Psychology from Lewis & Clark College
THE PROJECTS
Secondary ResearchIn-depth literature
review on search
habits of elementary,
middle and high
school students.
Video Diary Studies
High school students
self-reporting their
research habits and
preferences.
Contextual Inquiry
One-on-one
sessions with high
school and college
students discussing
their research habits
and how they
formed.
Personas:
The WhoHigh
School
EarlyCollege
LateCollege
GraduateSchool
Some trainingAnd exposure
Novice
Advanced, field-specific
skills
Expertresearchers
All avatars created by Deirdre Costello using FaceYourManga.com
Reader
Rule-Follower
Overachiever
Naturally internally motivated
All avatars created by Deirdre Costello using FaceYourManga.com
Supportive Home
Hates Homework
Relies on Hermione
Learns from a Friend
All avatars created by Deirdre Costello using FaceYourManga.com
Nervous
Clumsy
Very Little Support
Finds His Subject
Motivation: The Turning Point
External Internal
BEHAVIORS: THE HOW
Loopers
Vascillating
between search
and results,
able to move
forward with
guidance.
Skimmers
Familiar with
conventions but
still not experts.
L’Efficient
Work smart, not
hard – until
motivation
strikes.
Researchers
Interest leads to
passion,
dedication and
advanced
research skills.
Grazers
Not interacting
deeply with
information, but
starting to learn
conventions.
3 51
1st-4th 5th-8th9th-
12th 18-22 22+
Elementary School
Grazers
• Skill mastery occurs when
students feel confident and
successful
• Comfortable exploring new
interfaces
• Solve problems by trial
and error
• Students think very
concretely
• They have developing
motor skills
• Their reading
comprehension is still low
Elementary School
•Interpreting information is a challenge
•Interacting with information is a
challenge
• Positive reinforcement for exploration
builds a foundation for future skills
Grazers: In Short
Middle School
Loopers
• Autonomy and
independence is extremely
important
• Motivated by familiarity,
authority and intellectual
challenge
• Positive view of technology• Keywords are a struggle
• Have difficulty understanding
hierarchies
• Unsure about how to
progress on their own
• Will reject anything
“childish”
Middle School
• Students are ready to search on their
own
• They can perform simple strategies
modelled for them
• They need consistent reassurance and
guidance to move forward
Loopers: In Short
High School
Skimmers• Comfortable with technology
• Familiar with web
conventions
• Capable of analysis and
synthesis
• Difficulty formulating a search
strategy – defining a topic,
determining keywords, creating a
product
• Not expert users
• Quick to reject anything
unfamiliar or inconvenient
• Experience anxiety about
producing a high-quality product
• Enjoy learning and finding
information
High School
9th Grade “Boot Camp”
• Students are resistant when they’re doing it
• When they get to college, they appreciate it
• They become the “helpers” that other students turn
to when they’re struggling
Skimmers: Key Opportunity
College
L’Efficient• Can plan and execute a
research workflow
• Understand the value of
credibility
• When research is
personally interesting, feel
dedicated and productive
• Only willing to work as hard as
they need to
• Reject anything difficult or
inconvenient
• Struggle with the library
website
• Feel overwhelmed and
stressed by research
College
Major-Specific Training
• Interest makes the research process easier
• Students declare an interest when they
choose a major
• This interest is an opportunity to provide them
with advanced subject-specific skills
L’Efficient: Key Opportunity
Graduate School
Researchers• Recognize credible, field-
specific sources
• Are willing to put in the work
necessary for a high-quality
product
• Feel a commitment to
produce unique,
interesting research
• May not have the advanced
skills we’d expect
• Feel there’s an expectation
that they can use library
resources when they get to
grad school
Graduate School
• Graduate students have “turned the
corner”
• They have the interest and passion to
develop advanced research skills
• They’re often looking for mentorship
Researchers: In Short
TAKEAWAYS
LoopersGuidance,
frequent
checkins and
reassurance
SkimmersDrills to Build
Skills – develop
that muscle
memory
L’EfficientHelp finding
topics, training
paired with
subjects of
interest
ResearchersEncourage that
passion
GrazersPositive
reinforcement
for exploring,
modelling more
advanced
behaviors
3 51
1st-4th 5th-8th9th-
12th 18-22 22+
Be In Touch!
@deirdre_lyon
http://www.linkedin.com/pub/
deirdre-costello/12/440/593/