Inspiring Digital Scholars: Getting Beyond Just Information Seeking and Gathering Donna Ziegenfuss, Ed.D. Associate Librarian Assistant Head of Scholarship and Education Services http://www.kurzweilai.net/why-artificial-general-intelligence-has-failed-and-how-to-fix-it

By the end of this one hour session you will have: Reflected on the information behaviors of your own students Become aware of some research findings about how students, especially undergraduate students, use technology and the challenges they encounter as they “do” research Compiled ideas, strategies, resources, and models for empowering inquiry-driven learners who conduct research in the digital age

Reflecting on your own students’ information behaviors What do you know or suspect about the research information seeking behaviors of your students? Where do you believe your students begin their research? Where do they go to get information? What do you think your students find most difficult during the research process?

Why is research difficult for students? The research states that students find that the research process: Is a daunting and frustrating experience Involves information overload and takes too much time Is too difficult and they just try to get through it as quickly as possible – see research as related to a particular course, not something they will do over and over again in the future Involves the use of overwhelming tools McClure & Purdy, Eds., 2013

Why is research difficult for students? (cont.) The research finds a disconnect between student and faculty/ librarian expectations: They expect the library databases to work like Google They do not understand why they have to learn how to search in scholarly databases They have an unclear understanding of the recursive nature of the research process They do not understand how electronic information is organized McClure & Purdy, Eds., 2013

Information Behaviors/ Process Research Process Writing Process Information Behaviors/ Process

Information Behaviors/ Process Research Process Writing Process Information Behaviors/ Process Digital Tools (Technology)

What the literature says about students’ needs for research/writing Help with generating search keywords Understanding the limitations of databases Good criteria for source evaluation of disciplinary resources, not just generic resources Nurturing of their “scholarliness” to become active participants in research To stop thinking of writing and research as two separate processes Getting beyond basic digital skills, to useful academic skills

Types of Searches Content driven – knowledge reporting Less time and effort Most efficient fact finding method used by more inexperienced researchers Issue driven – knowledge creating Use an angle to uncover information and report on that, used by more experienced researchers Harder for students to just use the search once and done approach

4 Different Approaches to Research Writing (Nelson, 1994) Compiling information Approach just collecting and presenting information (75%) Premature Thesis Approach predetermined ideas – no discovery (10%) Linear Research Approach students access information once and write based on what they find (10%) Recursive Research Approach Includes prelim research, more than one visit to the library, production of a tentative viewpoint, then conducting research to refine the viewpoint (5%)

Other Findings in the Research Literature Student Strategies for Searching Heavy use of the internet, not scholarly resources Students value scholarly resources but don’t always recognize them Evidence of “Power Browsing” Skills – quick scanning of sources for information Most common strategy – The Hub and Spoke Method – back and forth to search page Reference Mining – focusing on deep analysis of one article This has been found to be a successful method

Why is it important to help developing scholars acquire digital skills for research? To prepare students for 21st century research Engage students in the process of research Improve information organizational skills Develop skills needed to collect, and understand data that can be transferable to other problems Improve informational analytical skills To prepare students for changing research models, strategies, and tools Adjust to new emerging research models (MIT convergence model) Tools are continually changing and students need to understand how tools work so they can transfer skills

Broad Strategies/Concepts for Integrating Digital Skills Research Process Information Behaviors Writing Process Articulate and encourage a recursive research process (McClure & Purdy, eds. 2013) Think of research as conversation around topics (McMillian & Hill, 2005) Help to develop a culture of research (undergraduate/research) and share what researchers do Build on students’ prior experiences with the research process (meet them where they are) Develop collaborative relationships around the process of research/writing Ask your students how they work with information to leverage prior experience Use Google, Wikipedia, blogs and wikis as pre-search tools (McClure, 2011) Focus teaching on the why of scholarly research not just how to use the scholarly resources Incorporate web 2.0 strategies to build on digital behaviors they already have Use collaborative digital technologies to engage discussion and sharing Intervene early – the topics and sources students use impact the final product Consider other projects such as primary research projects, I-Search papers, research logs Think about creating knowledge not just demonstrating acquired knowledge Look for ways to exploit digital technologies to make explicit connections between research and writing Writing can include collaboration and learning to critique is an important aspect of writing

Specific Ideas for Using Digital Strategies and Tools Research Process Information Behaviors Writing Process Use “googlepedia sources” to find out about the conversation around topics Use concept mapping and other visual strategies for brainstorming research topics Teach students how to “mine references” for clues to keywords, other subtopics, other authors Use citation sharing tools for collaborative writing projects (zotero, endnote web, delicious) Set up Google Scholar settings - “Get it t the U” Teach how to organize the research process using bookmarks and collaborative tools like zotero or endnote web Teach the special database features that will make finding resources easier (faceted searching, filters, subject indexes, folders) Use “find” features to search for keywords in articles Mine keywords in articles Check out Youtube for possible lectures on topics (esp. TED talks) Use Google Docs for collaborative writing Include multi-media/multi-genre options for research Use the Dragon speaking app on phone or tablet to talk out your paper ideas Plan out writing sessions (set time limits, write a plan for writing) Discuss and acknowledge the anxiety about writing, talk about how you write – personal tips Participate in peer review activities

Writing Program Administration WPA Outcomes Statement for First-Year Composition Specific Section on using digital tools for writing: By the end of first-year composition, students should be able to: Use electronic environments for drafting, reviewing, revising, editing, and sharing texts Locate, evaluate, organize, and use research material collected from electronic sources, including scholarly library databases; other official databases (e.g., federal government databases); and informal electronic networks and internet sources Understand and exploit the differences in the rhetorical strategies and in the affordances available for both print and electronic composing processes and texts Engage in the electronic research and composing processes common in their fields Disseminate texts in both print and electronic forms in their fields 

Some General Writing Ideas

Framework for Success in Postsecondary Writing 8 Habits of Mind Curiosity Openness Engagement Creativity Persistence Responsibility Flexibility Metacognition Endorsed by the Council of Writing Program Administrators, the National Council of Teachers of English, and the National Writing Project.

Educational Technology Resources

Final Recommendations Pedagogy first – then Technology Consider context and student motivation issues when designing any research/writing learning activity Clear communicated expectations of learning activities Ensure learning activities are aligned with assessment and learning outcomes for the module and/or course Skype for research consultations and writing

Donna Ziegenfuss donna.ziegenfuss@utah.edu https://utah.instructure.com/courses/148453/wiki/ats2013