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    Aspects of information literacy in
             virtual worlds
                   LILAC 2009 (1 April 2009)
            Vicki Cormie, Denny Colledge, Marshall
               Dozier, Lyn Parker, Sheila Webber
This slideshare pdf has slides used for a handout distributed in the LILAC
symposium. There are introductory slides, followed by 3 short sets of slides;
created by Sheila Webber, Lyn Parker and Marshall Dozier.
Sheila Yoshikawa               Maggie Kohime
              s.webber@sheffield.ac.uk       L.a.parker@shef.ac.uk




Ishbel                                                               Lulu
Hartmann                                                             Quinnell
Vicki.cormie@st-
                                                                 Denny.Colledge
andrews.ac.uk
                                                                 @ed.ac.uk


                         Pancha Enzyme
                         marshall.dozier@ed.ac.uk
http://delicious.com/LILACSL
Links to websites, articles, tutorials, videos, and
            places in Second Life

Topics: Education in SL and Libraries/Librarians
                     in SL
Second Life
• 3-D Online Digital world, owned by Linden Labs
• Most things created by SL residents: SL fashion
  designers, architects, bakers, animal makers ….
• Avatars- 3D representation of yourself – free to
  signup and can live on freebies, but need Linden
  dollars if want to own land, buy clothes etc.
• Communication through text chat, Voice and
  Instant Messaging
• 40-80,000 people online simultaneously
• http://www.secondlife.com/
Sheila
                               Webber/
                              Yoshikawa

           s.webber@sheffield.ac.uk
   http://information-literacy.blogspot.com/
http://adventuresofyoshikawa.blogspot.com/
What is “information”
                         Information tools inworld:
in SL?
These slides highlight
                              1 - Search in SL
some ways you can
get information in SL
2-
Avatar
info in
  SL
3-
Object
info in
  SL
4 - Land info in SL
Study in information behaviour
• 40 semi-structured interviews (2 per student) carried out
  in SL late Nov - early Dec 2008 (for assignment)
• Students undertook critical incident interviews with SL
  residents (a time when they had an information need
  relating to a SL activity) in SL itself
• Informed consent, and chat transcripts logged
• Convenience sample, mainly solicited through the SL
  Educators & (UK) Virtualworlds discussion lists
• 11 Canadian undergrad students; the rest educators,
  librarians or SL developers from various countries
• Not a full analysis for this study
Sheila’s students have interviewed people in SL about “a time when they needed
information for a SL activity”. This tells us some more about information and
information behaviour in SL
Observations
• Examples of topics: buying land; obtaining
  things (e.g. business clothes; tables; games);
  how to open a virtual parachute; finding good
  “camping” sites; preparing for a job fair
• My students (and I) able to identify behaviour
  relating to real life research models of
  information behaviour (patterns of
  information seeking etc.)


                    Sheila Webber, 2008
Observations 2
• People important as sources of information and advice
• People and web search common starting points; also
  one’s own inventory
• Mixture of tools and people. inside and outside SL
• Information encountering common (as with Ostrander,
  2008)
• Rich mix of sources used
• Undergraduate students exhibited less complex
  information behaviour and were using SL-specific
  techniques/tools less

 Note: there are links here with research into “everyday information seeking” in RL –
 but people actually emerge as important in most studies where the researcher bothers
 to ask about “people” sources.
Implications – information literacy as
   an enabler in a virtual environment
• As in real life: empowering and helping problem solving
• As in real life, problem solving and Inquiry Based Learning
  approaches synergistic with IL development
• May not be supported by real life formal information
  literacy teaching, which focuses on text and on searching
  (rather than browsing & encountering) individually
  (rather than collaboratively)
• SL Information literacy may be fostered when exploring
  SL information is part of educational aims/activities
   e.g. developing a build about a novel; creating a virtual shipyard
• As more use of virtual worlds – more need to think of SL
  information literacy (but which need to include “real life”
  information literacy)
IL models & tools in SL -
                    3 types in SL
• Complete models – more holistic understanding
  & examples (e.g. the 7 Pillars model on the next
  slide)
• Tools/quizzes/information related to specific
  aspects of IL (e.g. the puzzles on Knowhow
  Island)
• Tools etc. related to specific library resources
  Questions include:
  - What approaches to teaching & learning are implied? (possibly –
  transmissive approaches which are not really aligned with higher-
  order learning goals concerning evaluation etc.)
  - How could the models and tools be used? (the same object might
  be used in a rather transmissive, or a more constructivist, way)
  - What aspects of IL are covered most? (searching & evaluating?)
The example is a problem (should we panic about bird flu) with material
created by Sheila’s students (e.g. mindmaps)




                      Model by Sheila Webber/Yoshikawa on Infolit iSchool in SL
Some interactivity e.g. you can click on posters or pillars
for more information or for web links
Aspects of information literacy in virtual worlds
Images have been removed for this Slideshare version in case they
breached copyright

We showed the University of Nottingham’s Library Garden, which has
areas where (for example) you can click on flowers to find out about
different types of material, or release balloons as you learn about
dissemination of research

We also showed Knowhow Island, which has a number of well-built
puzzles relating to information literacy, including a fun “Boolean Logic”
swimming pool!
Lyn Parker/ (SL) Maggie Kohime

           l.a.parker@sheffield.ac.uk




4/6/2009        Lyn Parker/Maggie Kohime LILAC 2009
Overlap with other literacies
  Multi-tasking environment
•
  Digital literacy
•
  Geospatial awareness
•
  Visual literacy
•
  Communication skills and participating in virtual
•
  communities for educational /work purposes
• Adapting to new technologies

• Overlap with other Web 2.0 applications
4/6/2009                LILAC 2009
Geospatial information
• Geographic information - navigating by
      – Maps
      – coordinates,
      – teleport to landmarks
• Recognition of Real World buildings
• Relates to mash ups in web 2.0 using maps to
  illustrate information


4/6/2009              Lyn Parker/Maggie Kohime LILAC 2009
7 Pillars Model in Second Life
• Recognising an information need
      – As with other platforms, knowing where to start is
        the most difficult aspect
      – Learning curve getting used to technology
      – Acquire information from browsing and
        encountering initially
      – Guided activity needs to be task based, with
        support (often f2f), list of places to visit or tours
        provided, teleporting or via balloon rides

4/6/2009               Lyn Parker/Maggie Kohime LILAC 2009
Addressing information ‘gap’
• Different types of resources
      – In world
           • People/Groups
           • Help button
           • Search
      – Internet
           • People/Groups – Email distribution lists SLED
           • Secondlife wiki
           • Google search – YouTube videos, blog posts,

4/6/2009                  Lyn Parker/Maggie Kohime LILAC 2009
Construct search strategies
• Search engine in Second Life unsophisticated
• No phrase searching
• Tabs – Classified, Events, Showcase, Land
  Sales, Places, People, Groups
• Ads appear for one week, cost and how much
  pay determines where appear on list
• Register places and groups so included in
  search
4/6/2009           Lyn Parker/Maggie Kohime LILAC 2009
Evaluation of information
• People main source of information
• Profiles – right click for further information
  both Second Life and ‘First Life’
• Flatter structure within Second Life, peer to
  peer rather than tutor to students
• Objects such as presentations, notecards etc
  similarly can right click touch and edit to find
  who created the object, original owner, and
  any editors and link to their profiles
4/6/2009          Lyn Parker/Maggie Kohime LILAC 2009
Apply, Communicate and Organise
  Ethics
•
  Systematic record of searches
•
  Use of notes function within profile
•
  Organisation of inventory with landmarks,
•
  calling cards, objects, clothing
• Keeping track of items added, duplication of
  entries
• Sort by name and date only at present
4/6/2009         Lyn Parker/Maggie Kohime LILAC 2009
Creation of New Knowledge
• Collaboration – learning together
• Synthesise information from variety of sources,
  both in world and on Internet
• Participation in discussion
• Group decisions/team working online
• Tracking discussion, keeping track of decisions,
  summarising points at regular intervals
• Similar skills to other online conferencing systems
  – employability skills in 21st century?

4/6/2009          Lyn Parker/Maggie Kohime LILAC 2009
Reference enquiry
    [4:27] Maggie Kohime: hi
•
    [4:27] JG Dover: Hello
•
    [4:27] JG Dover: I have not used SL for sometime
•
    [4:28] JG Dover: I cant find any note cards at Education UK
•

    [4:29] Maggie Kohime: what type of notecards?
•
    [4:29] JG Dover: Information about meetings etc
•
    [4:30] Maggie Kohime: ok well SLED have a calendar which lists activities in SL -
•
    educational ones :-)
    [4:30] Maggie Kohime: http://sledevents.blogspot.com/
•
    [4:31] JG Dover: I will look for that thank you
•
    [4:31] Maggie Kohime: it is also useful to join groups
•
    [4:31] Maggie Kohime: if you right click on my profile you will see which groups I
•
    belong to, mostly librarian
    [4:32] JG Dover: Thanks OK
•
    [4:37] Maggie Kohime: well I will let you continue to investigate you might want to
•
    look at the student village
    [4:38] Inventory item offered
•
    [4:39] Maggie Kohime: see you soon, bye for now
•

4/6/2009                      Lyn Parker/Maggie Kohime LILAC 2009
Marshall Dozier /
(SL) Pancha Enzyme
 marshall.dozier@ed.ac.uk
Information about the creator is clear in Edit mode
Aspects of information literacy in virtual worlds
Aspects of information literacy in virtual worlds
This is a poster
from an anti-
content-theft
campaign
amongst SL
fashion
designers




                   Reproduced with permission from Chez Nabob http://shop.onrez.com/Chez_Nabob
Reproduced with permission from Chez Nabob http://shop.onrez.com/Chez_Nabob
A few places to peruse
• Warner James Au [blog] How Ironic Are Intellectual
  Property Rights In Second Life?
  http://nwn.blogs.com/nwn/2009/03/ironic-property-
  rights.html
• The DMCA and YOU
  http://secondlife.com/newsletter/2007_01/civiccenter.
  html
• Outcry as ‘Copybot’ threatens copyright protection
  http://secondlife.reuters.com/stories/2006/11/14/outc
  ry-as-copybot-threatens-copyright-protection/
Sheila and Pancha discussing this part in SL,
        at the weekend before LILAC

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Aspects of information literacy in virtual worlds

  • 1. Purple OR orange Aspects of information literacy in virtual worlds LILAC 2009 (1 April 2009) Vicki Cormie, Denny Colledge, Marshall Dozier, Lyn Parker, Sheila Webber This slideshare pdf has slides used for a handout distributed in the LILAC symposium. There are introductory slides, followed by 3 short sets of slides; created by Sheila Webber, Lyn Parker and Marshall Dozier.
  • 2. Sheila Yoshikawa Maggie Kohime s.webber@sheffield.ac.uk L.a.parker@shef.ac.uk Ishbel Lulu Hartmann Quinnell Vicki.cormie@st- Denny.Colledge andrews.ac.uk @ed.ac.uk Pancha Enzyme marshall.dozier@ed.ac.uk
  • 3. http://delicious.com/LILACSL Links to websites, articles, tutorials, videos, and places in Second Life Topics: Education in SL and Libraries/Librarians in SL
  • 4. Second Life • 3-D Online Digital world, owned by Linden Labs • Most things created by SL residents: SL fashion designers, architects, bakers, animal makers …. • Avatars- 3D representation of yourself – free to signup and can live on freebies, but need Linden dollars if want to own land, buy clothes etc. • Communication through text chat, Voice and Instant Messaging • 40-80,000 people online simultaneously • http://www.secondlife.com/
  • 5. Sheila Webber/ Yoshikawa s.webber@sheffield.ac.uk http://information-literacy.blogspot.com/ http://adventuresofyoshikawa.blogspot.com/
  • 6. What is “information” Information tools inworld: in SL? These slides highlight 1 - Search in SL some ways you can get information in SL
  • 9. 4 - Land info in SL
  • 10. Study in information behaviour • 40 semi-structured interviews (2 per student) carried out in SL late Nov - early Dec 2008 (for assignment) • Students undertook critical incident interviews with SL residents (a time when they had an information need relating to a SL activity) in SL itself • Informed consent, and chat transcripts logged • Convenience sample, mainly solicited through the SL Educators & (UK) Virtualworlds discussion lists • 11 Canadian undergrad students; the rest educators, librarians or SL developers from various countries • Not a full analysis for this study Sheila’s students have interviewed people in SL about “a time when they needed information for a SL activity”. This tells us some more about information and information behaviour in SL
  • 11. Observations • Examples of topics: buying land; obtaining things (e.g. business clothes; tables; games); how to open a virtual parachute; finding good “camping” sites; preparing for a job fair • My students (and I) able to identify behaviour relating to real life research models of information behaviour (patterns of information seeking etc.) Sheila Webber, 2008
  • 12. Observations 2 • People important as sources of information and advice • People and web search common starting points; also one’s own inventory • Mixture of tools and people. inside and outside SL • Information encountering common (as with Ostrander, 2008) • Rich mix of sources used • Undergraduate students exhibited less complex information behaviour and were using SL-specific techniques/tools less Note: there are links here with research into “everyday information seeking” in RL – but people actually emerge as important in most studies where the researcher bothers to ask about “people” sources.
  • 13. Implications – information literacy as an enabler in a virtual environment • As in real life: empowering and helping problem solving • As in real life, problem solving and Inquiry Based Learning approaches synergistic with IL development • May not be supported by real life formal information literacy teaching, which focuses on text and on searching (rather than browsing & encountering) individually (rather than collaboratively) • SL Information literacy may be fostered when exploring SL information is part of educational aims/activities e.g. developing a build about a novel; creating a virtual shipyard • As more use of virtual worlds – more need to think of SL information literacy (but which need to include “real life” information literacy)
  • 14. IL models & tools in SL - 3 types in SL • Complete models – more holistic understanding & examples (e.g. the 7 Pillars model on the next slide) • Tools/quizzes/information related to specific aspects of IL (e.g. the puzzles on Knowhow Island) • Tools etc. related to specific library resources Questions include: - What approaches to teaching & learning are implied? (possibly – transmissive approaches which are not really aligned with higher- order learning goals concerning evaluation etc.) - How could the models and tools be used? (the same object might be used in a rather transmissive, or a more constructivist, way) - What aspects of IL are covered most? (searching & evaluating?)
  • 15. The example is a problem (should we panic about bird flu) with material created by Sheila’s students (e.g. mindmaps) Model by Sheila Webber/Yoshikawa on Infolit iSchool in SL
  • 16. Some interactivity e.g. you can click on posters or pillars for more information or for web links
  • 18. Images have been removed for this Slideshare version in case they breached copyright We showed the University of Nottingham’s Library Garden, which has areas where (for example) you can click on flowers to find out about different types of material, or release balloons as you learn about dissemination of research We also showed Knowhow Island, which has a number of well-built puzzles relating to information literacy, including a fun “Boolean Logic” swimming pool!
  • 19. Lyn Parker/ (SL) Maggie Kohime l.a.parker@sheffield.ac.uk 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 20. Overlap with other literacies Multi-tasking environment • Digital literacy • Geospatial awareness • Visual literacy • Communication skills and participating in virtual • communities for educational /work purposes • Adapting to new technologies • Overlap with other Web 2.0 applications 4/6/2009 LILAC 2009
  • 21. Geospatial information • Geographic information - navigating by – Maps – coordinates, – teleport to landmarks • Recognition of Real World buildings • Relates to mash ups in web 2.0 using maps to illustrate information 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 22. 7 Pillars Model in Second Life • Recognising an information need – As with other platforms, knowing where to start is the most difficult aspect – Learning curve getting used to technology – Acquire information from browsing and encountering initially – Guided activity needs to be task based, with support (often f2f), list of places to visit or tours provided, teleporting or via balloon rides 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 23. Addressing information ‘gap’ • Different types of resources – In world • People/Groups • Help button • Search – Internet • People/Groups – Email distribution lists SLED • Secondlife wiki • Google search – YouTube videos, blog posts, 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 24. Construct search strategies • Search engine in Second Life unsophisticated • No phrase searching • Tabs – Classified, Events, Showcase, Land Sales, Places, People, Groups • Ads appear for one week, cost and how much pay determines where appear on list • Register places and groups so included in search 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 25. Evaluation of information • People main source of information • Profiles – right click for further information both Second Life and ‘First Life’ • Flatter structure within Second Life, peer to peer rather than tutor to students • Objects such as presentations, notecards etc similarly can right click touch and edit to find who created the object, original owner, and any editors and link to their profiles 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 26. Apply, Communicate and Organise Ethics • Systematic record of searches • Use of notes function within profile • Organisation of inventory with landmarks, • calling cards, objects, clothing • Keeping track of items added, duplication of entries • Sort by name and date only at present 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 27. Creation of New Knowledge • Collaboration – learning together • Synthesise information from variety of sources, both in world and on Internet • Participation in discussion • Group decisions/team working online • Tracking discussion, keeping track of decisions, summarising points at regular intervals • Similar skills to other online conferencing systems – employability skills in 21st century? 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 28. Reference enquiry [4:27] Maggie Kohime: hi • [4:27] JG Dover: Hello • [4:27] JG Dover: I have not used SL for sometime • [4:28] JG Dover: I cant find any note cards at Education UK • [4:29] Maggie Kohime: what type of notecards? • [4:29] JG Dover: Information about meetings etc • [4:30] Maggie Kohime: ok well SLED have a calendar which lists activities in SL - • educational ones :-) [4:30] Maggie Kohime: http://sledevents.blogspot.com/ • [4:31] JG Dover: I will look for that thank you • [4:31] Maggie Kohime: it is also useful to join groups • [4:31] Maggie Kohime: if you right click on my profile you will see which groups I • belong to, mostly librarian [4:32] JG Dover: Thanks OK • [4:37] Maggie Kohime: well I will let you continue to investigate you might want to • look at the student village [4:38] Inventory item offered • [4:39] Maggie Kohime: see you soon, bye for now • 4/6/2009 Lyn Parker/Maggie Kohime LILAC 2009
  • 29. Marshall Dozier / (SL) Pancha Enzyme marshall.dozier@ed.ac.uk
  • 30. Information about the creator is clear in Edit mode
  • 33. This is a poster from an anti- content-theft campaign amongst SL fashion designers Reproduced with permission from Chez Nabob http://shop.onrez.com/Chez_Nabob
  • 34. Reproduced with permission from Chez Nabob http://shop.onrez.com/Chez_Nabob
  • 35. A few places to peruse • Warner James Au [blog] How Ironic Are Intellectual Property Rights In Second Life? http://nwn.blogs.com/nwn/2009/03/ironic-property- rights.html • The DMCA and YOU http://secondlife.com/newsletter/2007_01/civiccenter. html • Outcry as ‘Copybot’ threatens copyright protection http://secondlife.reuters.com/stories/2006/11/14/outc ry-as-copybot-threatens-copyright-protection/
  • 36. Sheila and Pancha discussing this part in SL, at the weekend before LILAC