Behind the Curtain: Adapting and Developing Student Digital Resources
•Als PPTX, PDF herunterladen•
2 gefällt mir•949 views
Presented by Deirdre Costello and Christi Showman Farrar at Computers in Libraries 2015. Presentation focuses on our findings about student research habits and the decisions EBSCO has made based on these findings.
Empfohlen
Weitere ähnliche Inhalte
Was ist angesagt?
Was ist angesagt? (12)
Andere mochten auch
Andere mochten auch (13)
Ähnlich wie Behind the Curtain: Adapting and Developing Student Digital Resources
Ähnlich wie Behind the Curtain: Adapting and Developing Student Digital Resources (20)
Mehr von Deirdre Costello
Mehr von Deirdre Costello (16)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
Behind the Curtain: Adapting and Developing Student Digital Resources
- 1. Behind the Curtain Adapting and Developing Student Digital Resources Computers in Libraries April 27, 2015
- 2. Who Am I? Librarian Educator Photographer Baker Ninja Reader @librarychristi EBSCO Information Services
- 3. Who Am I? @deirdre_lyon Librarian Researcher Horse person Batman expert Animal Rights Advocate EBSCO Information Services
- 4. The Projects Secondary Research Literature review of elementary, middle and high school search habits Video Diary Study High school students self-reporting their research habits and preferences Contextual Inquiry One-on-one sessions with high school, college and graduate students discussing their research habits
- 6. Reader Rule-Follower Overachiever Naturally internally motivated All avatars created by Deirdre Costello using FaceYourManga.com Hermione
- 7. Supportive Home Hates Homework Relies on Hermione Learns from a Friend All avatars created by Deirdre Costello using FaceYourManga.com Ron
- 8. All avatars created by Deirdre Costello using FaceYourManga.com Nervous Clumsy Very Little Support Finds his subject Neville
- 9. Motivation: The Turning Point External Internal “Glenfinnan Viaduct” by Nicolas17 is licensed under CC BY 2.5
- 10. Elementary School: Grazers • Students think very concretely • They have developing motor skills • Their reading comprehenion is still low • Comfortable exploring new interfaces • Solve problems by trial and error • Skill mastery occurs when student feel confident and successful
- 11. Grazers: In Short • Interpreting information is a challenge • Interacting with information is a challenge • Positive reinforcement for exploration builds a foundation for future skills
- 12. Middle School: Loopers • Keywords are a struggle • Have difficulty understanding hierarchies • Will reject anything “childish” • Unsure about progress on their own • Positive view of technology • Autonomy and independence are extremely important • Motivated by familiarity, authority and intellectual challenge
- 13. Loopers: In Short • 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
- 14. High School: Skimmers • Keywords are still a struggle • Quick to reject anything difficult or inconvenient • Experience anxiety about producing a high-quality product • Difficulty forming a search strategy – finding a topic, determining keywords, writing • Comfortable with technology • Familiar with web conventions • Capable of analysis and synthesis • Enjoy learning and finding information
- 15. Skimmers: Key Opportunity 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
- 16. Google + Wikipedia = Googlepedia • It’s familiar • It’s simple • It’s rewarding • It’s trustworthy It’s not going away.
- 17. Data to Design A B C Goal: Remove obstacles to improve experience
- 18. Empathy Frustrating Overwhelming Hard I don’t know where to start Nervous
- 19. What We Did
- 20. What We Did
- 21. Avoid Childish
- 23. A Starting Point
- 24. Context
- 25. In Tune
- 26. At The Right Level QuantitativeQualitative Reader & Task
- 27. Takeaways • 9th Grade “Boot Camp” • Avoid “childish” designs • Scaffold experiences • Provide context • Look at all aspects of complexity
- 29. THANK YOU