Research Report: Learning To Become Internet Literate
by Kevin Ogata, G17, Fall 2002
Dr. Leon James, Instructor: http://www.soc.hawaii.edu/leonj/leonj/leonpsy/leon.html
Instructions for this report are at: http://www.soc.hawaii.edu/leonj/leonj/leonpsy17/g17research.html
Section 1: Introduction
To start this report off, I
will give you a brief review of past student’s reports on how they have
learned to use the Internet. I think that this will help future students in Dr.
James’ classes know what to expect. It may also help them with problems they
may encounter by being able to see how other people coped with trying to learn
the Internet.
The first report I will look at is by R. Mitsui. This
student had a basic view of learning the Internet, namely it is a hands on
process that can take a while to get used to. In his words, he says, “It can
take weeks maybe even months and actually you can never know everything about
it, so there is always something to be learned”.
R. Mitsui shares his sense of confusion with other
students in the class. He quotes several other students that describe the
Internet as “confusing” and “frustrating”. It is easily seen that these
students have not had a lot of experience with computers. This is one of the
main causes for their being confused. In this stage of Confusion, students are
often unfamiliar with the Internet and how it works. This causes feelings of
frustration, disorientation, and even anger. During this stage students attempt
to adapt to the inherent learning curve associated with the Internet.
The final stage in R. Mitsui’s learning the
Internet is the “Spider-Man” phase. “In this phase, students become more
familiar with using the Internet and are confident and no longer have to bumble
around, wasting time and getting frustrated”.
Students in this phase have successfully overcome the previous two phases
and have become adept at learning the Internet. R. Mitsui quotes Michelle Ota to
illustrate this transformation. She says:
“
At first, navigating through all of the files began to confuse me, it all seems
like a big blob. But as I practiced using the links, going to and from my home
page, to other people’s documents and the instructors home page, things began
to come together. All it really takes is a lot of practice”.
The “Spider-Man” phase
occurs when a person becomes accustomed to using the Internet. The fears and
confusion of the past are replaced with a sense of competency and
accomplishment. Granted, a person may not know everything about the Internet,
but they are certainly on their way.
R. Mitsui gives a general, but accurate description
of what some people go through when trying to learn how to use the Internet.
Many people are apprehensive when it comes to dealing with computers. A lot of
this is caused to unfamiliarity and a fear that will not be able to succeed.
However, I believe that these phases can be involved in any type of new
learning. For instance, when first learning to drive a car, we go through
similar phases. We can be afraid, resistant, and successful.
Personally, I have not experienced these phases when
learning to use the Internet. I had to learn to use the Internet early on in
high school, so for me it was a requirement. I thought that using the Internet
made thing easier for me rather then more difficult. When I did reports in high
school, I was able to find a lot of information using the Internet. This helped
in that I was able to bet a variety of information, as well as up to date
information.
M. Alonzo did the second report I am reviewing. She expresses that
Learning the Internet was not an easy task. “I think that learning the
Internet at the very beginning was the most difficult thing I ever had to do. I
had no idea what I was doing”. Like most people learning how to use the
Internet, she was a bit confused and did not know what to do. This seems to be a
common response to new Internet users, particularly the authors of these
reports. M. Alonzo details her Internet learning experience through several
steps.
The first step in learning the
Internet is Frustration and Anger according to M. Alonzo. She explains this by
saying, “When learning something new, we may not get the hang of it the very
first time, with the exception of a very few, and we become angry at ourselves,
the computer terminals, the teacher, and just the world!” In this step, a
person experiences anger and frustration due to an inability to automatically
learn information presented to them. This causes them to feel incompetent and
then results in later feelings of anger. Most people can relate to this step,
especially when learning something completely new to them, like a foreign
language.
The second step is titled Defeat. M. Alonzo states
that this step occurs “When you’ve been working as hard as you think you can
and things are still going wrong and nothing seems to be working, you feel as it
you’ve been defeated, defeated by an inanimate object that you’re supposed
to be smarter than.” This step is where people tend to feel like quitting and
giving up. They no longer want to make attempts at learning. In this step,
people contemplate quitting and avoiding the problem instead of facing their
problem.
The next step is called You See a Glimmer of Light.
Here, a person may begin to feel a sense of success. M. Alonzo comments on
creating a home page. “When you find your page is starting to come out the way
you want them to, you feel a little spark of confidence that can probably help
you to go further because just the feeling that something finally works may help
you want to do more and make your page exactly the way you want it to.” In
this stage, a small accomplishment serves as a reinforcer to continue your
learning and work. Through perseverance, you may begin to feel more competent
and able to learn how to use the Internet.
The next step is sort of a continuation of the
previous step. In Motivation, you begin to feel driven to get things done.
“Once things begin to come together fro you, you feel a sense of motivation.
You see that you can finally make everything work and you feel the urge to make
you r pages look a lot nicer than they already do.” This sense of motivation
occurs when you have overcome the previous steps. This gives you a sense of
being able to handle the tasks of learning the Internet and how it works. Your
previous success pushes you to continue and to see if you can succeed even
further into your work.
M. Alonzo’s final step is called Feeling of
Success. It is here where you finally experience a feeling of final
accomplishment. M. Alonzo says, “When you look at your pages, and find that
they are what you wanted them to look like, you feel as if you had succeeded and
you feel a great sense of accomplishment. The fact that you overcame the whole
process is a great feeling. It gives you the feeling that you can do almost
anything if you persevere.” Here
is the endpoint of your hard work. This step entails the accomplishment of
learning to use the Internet and succeeding in the tasks required.
I think that many new Internet
users experience these steps. They start off feeling frustrated and confused.
However, if they stick with it, they progressively become better at using the
Internet and begin to feel better about themselves. I do not think that everyone
will have the same experience as the author of the report, but it is a rather
accurate reflection of what happens when one learns how to use the Internet. One
problem I saw in the steps was in the last three steps. These steps are probably
occurring simultaneously rather than in three separate steps. Feelings of hope,
motivation, and success can all occur when you accomplish event he smallest of
tasks.
I myself have not had such a negative introductory
experience with learning how to use the Internet. I saw the Internet as a tool
for my benefit, rather than an obstacle I had to overcome. I used the Internet
as a resource when I was first introduced to it. I was able to do research for
several reports in high school using Internet search engines. Most were easy to
use and I had little trouble with them. I suppose I can empathize with the
authors’ troubles, though I cannot fully understand them.
This report was done by C. Ohta
and details her Internet learning experience. She goes through many of the same
stages as in the previous reports. She says that learning to use the Internet
was difficult. This is what she says about Dr. James’ class. “ When I first
walked into class I thought I’d learn what Traffic Psychology was all about.
Then I heard about going on the Internet, I started to freak out because I tried
to avoid the Internet like it was the plague for years.” Needless to say, the
author did not like the idea that the class involved the use of the Internet.
Within her report, she looks at her Internet learning on a week-to-week basis,
chronicling the changes that occur as she progresses through the class.
In her first week, C. Ohta experienced difficulty
getting her UH email address. This stage can be thought of as Pre-frustration.
This is a stage that occurs when one is attempting to learn the Internet.
Frustration occurs after you are on the Internet and you have no Idea what you
are doing.
When she found out she had to have a UH email, she
did not know what to do. “Dr. James said that if we didn’t have one we
should go to Keller Hall and get our address and password. Once we have it, we
are to email him our login name. Believe me, I felt lost and confused because I
didn’t understand a word he was saying.” Even after she figured out what she
had to do, problems still followed her. First, she did not know how to email and
even worse, her email address had not been activated. Once she obtained her
email address, she still needed help with how to email. Unfortunately, she still
had problems. “I went to the CLIC Lab and saw my friend there and asked him
how to do I email someone… He looked at me like I was stupid or something
because he said that’s easy.” Her inexperience apparently made her the
object of ridicule.
This stage is the basic stage of unfamiliarity that most new computer
users go through. It consists of being uninformed about computers and a feeling
that using computers I going to be difficult and full of problems.
In her second
week, C. Ohta briefly discusses the class and what is required. She had to
practice various commands in UNIX and Netscape. She also had to do various
directory commands. This stage is a continuation of Pre-frustration.
Week three
brought more frustration. She is now in the stage of Frustration. She says that
trying to find the teacher’s home page in Netscape was difficult. “I had
problems typing the address in Netscape because the computer is so technical, if
you make one error in the address you’ll come to a page that says error 404.
Even if you forget to type one thing. Now that I was very irritated and
frustrated because I had to find the error, I retyped the whole address.” She
still seems to be in a stage of frustration and trying to familiarize herself
with the Internet. Frustration still comes easy and she has yet to overcome her
computer illiteracy.
Week four
chronicles C. Ohta and her file creation and homepage creation. This stage can
be thought of as Internet Adaptation. It seems that she is becoming more
familiar with the Internet, though there are still a few problems. “When I started to make the files I didn't know where
to start or where to go. I was a complete basket case. I thought I was suppose
to figure out how to do it by viewing peoples files and viewing their source. I
got stuck because I didn't know what I was suppose to do with that
information.” File creation was not easy, as she did not really know what to
do. Eventually, with the help of the teacher, she was able to complete her task.
Later, she experienced more problems with her UNIX account. She made a few changes to her files and wanted to see those changes online. However, she did not know how to do this. “The problem was I didn't know how to place my file from uhunix into my CSS account. The monitor told me how to do it by telling me step by step on what I need to do. I had to ftp my file to my CSS account by logging into my CSS account and telling the computer to ftp my file by getting it and placing it into my CSS account directory.” Luckily she figured this out. We can now see that she is becoming more familiar with the Internet and that her hard work is paying off.
The final stage can is Successful Internet Adaptation. C. Ohta, after all her ordeals with the Internet, she was successful in learning the Internet. “I'm starting to feel good about the Internet and the computer world because I've learned how to look up information and create my files. I'm even helping my friends who want to know how to e-mail and create files on the Internet.” It would appear that she is now becoming more comfortable with the Internet and the tasks associated with it.
I myself have never had as many problems with the Internet and with my UH email. To be quite honest, getting my UH email was simple. As long as I had my username and password, I did not have nay problems. I think that C. Ohta might have an isolated case where everything that could go wrong, did go wrong. I also did not have problems with file creation and homepage creation. Again these tasks were rather easy.
These problems and C. Ohta’s fear of computers are probably the result of her avoidance of them. She stated early in her report that she felt like it was a plague and tried to avoid it. This probably caused her to have so much difficulty. She resisted computers and the Internet early on, so her resistance while dealing with the Internet was probably heightened.
Another problem may stem form the time period. In 1996, computers were not as widespread as they are now. Not everyone had access to one or even knew how to use one. This probably added to the problems of the author, as unfamiliarity made her fear computers.
Section 2: Self-observation data
Before you continue to read this report, please take a look at my forms. These forms were filled out for every search I did on my topics for my annotated bibliography. In each form, you will see various aspects of the searching process and how it relates to me. They will give you insight into the way I search and the techniques I used for searching.
For each topic covered in my annotated bibliography, I had to do research on the Internet. The research I did was initially done for Dr. James’ forum discussions (Instructions for the forum can be accessed here). Some of the information I obtained from the searches were then used for my annotated bibliography (Instructions for the annotated bibliography can be accessed here). I used the Yahoo search engine to find the information for my annotated bibliography. I started off by using a general search term, usually composed of key words pertaining to my topic.
For this class, I dealt with the topics of sports rage and driving distractions. My initial searches were focused on finding general information and utilized the previous terms. Doing so allowed me to get as much info as possible, providing me with a good starting point. After my initial searches, I usually had to do follow up searches. These searches were more specific and tried to focus on one aspect of my topic. For instance, a follow up search I did on sports rage focused on a specific athlete, Latrell Sprewell. For this search I combined the player’s name with a general term “sports and aggression”. This allowed me to get information on the player and his acts of sports rage.
The process of filling out the forms was somewhat cumbersome. It is difficult enough having to search on several topics for reports. Having to fill out a form during the process of searching made the searches take time. The questions the form asked were not difficult; rather the length of the form is what was troublesome. It is about five pages in word processor, so it is lengthy.
The form did have a positive influence on my searching however. It allowed me to see what I was doing as I was doing it. As I searched for articles, I had to write down what I was doing. This made me look at my approach to searching. If I end up reading my form and seeing that a technique I used was not useful, I can change my action right away. I won’t have to ask myself if I really need to change something, as I will be able to read what I have done and see that I am not doing something properly.
The data in the forms are relatively accurate. I followed the instructions listed on the forms as best as possible. When the form said, “Fill out at start of the session”, I filled out that section at the start of the session. The only thing that might be off is the times listed. That is, I used approximations. If I started a search at 12:01, I usually round it off to 12:00. Doing so makes it easier to keep track of my time spent searching and allows other reader to easily understand it.
The forms from my research are relatively consistent throughout. My initial searches consisted of using general search terms in order to find as much information as I could. Any follow-up searches used more specific search terms. Many of my searches took the same amount of time. In most cases, each search took about an hour. This allowed me to read any articles I find and to see if they are relevant to my research. I had many similar results on the number scales as well. For instance, for most of my searches, I had a high level of motivation, ranging between 8-10. This was due to an urgency to finish this report quickly. The scales of rage, frustration, and irritation were also similar. Most of the searches I did resulted in little of any; most of my scores were between 1-2.
There is no reason that I believe my data to be invalid. I followed the instructions given on filling out the forms and did one for each search. All are accurate and reflect my current state as I was searching on the Internet. There should be no differences between my explanations and my forms. In essence, my explanations are taken from the results of my searches and forms.
My information behavior is relatively good. I had little trouble finding the needed information for my reports and had a high success rate every time I searched. I think that I have become quite adept at searching on the Internet and using search engines. The combination of my search techniques and the search engines were the cause of my success. I used Yahoo’s search engine for my research. It seemed like every time I used it, I would find something I could use.
Section
3: Counseling Session
For this part of the report had
to participate in an Internet research session. It was basically an experiment
where I was the subject. My task was to search for specific items on the
Internet using the search engine Vivisimo. I had to find information about three
questions given to me by the researcher. During the search, I had to fill out a
form and answer questions as the search progressed. The questions were
associated with what I was searching on. The researcher observed my patterns of
searching and took note of specifics like the search terms I used and what parts
of the search engine I utilized.
The counseling session taught
me how to search under pressure. There was a time limit for each question. We
could only spend an allotted time on each question, that includes searching the
web and recording your answers on the form they give you. I was actually
surprised at how fast I was able to find the answers to the questions. I
expected the searches to take more time than it did. I thought that I might get
stuck on one of the questions or not know what term to type in. To my surprise,
I was able to complete the searches and answer the questions within the time
limit, which made me feel more competent at searching.
I also found a new way to search the web. The search
engine, Vivisimo, seemed like a very good engine. I have never heard of it
before, so I did not know what to expect initially. However, it turned out to be
an extremely useful tool for searching the web. A useful tool was the sidebar of
other information relating to your search. It allows you to take a quick look at
other subtopics that are out there.
I think that it would be
interesting for the study to take a look at searching habits without a time
limit. Since there is a time limit, most people doing the search are in a rush.
They may make mistakes and behave in an atypical way in comparison to how they
normally search. Without a restriction on time, the researchers may get a better
idea of how the participants search the web in everyday life.
Section 4: The Psychology of Information Literacy
Dr. James has
written an article on his Generational Curriculum for this class. I encourage
you to read it to get a better understanding of what his teachings and approach
are all about. (The article can be accessed here) I will summarize what the
article is about just so you can get a general idea of what he writes, however,
his perception of his writings are probably different from anyone else who reads
his article, so I think that it would be best if you were to read it for
yourself.
The article basically explains the process and reasons behind his
generational approach to his classes. This generational curriculum has toe
components according to Dr. James. “First there is the creation of a social
learning community through the metaphor of ‘generations.’ Each semester a
new crop of students start from scratch in terms of target skills that are
presented by the instructor in a generational context.” The second component
is that “the generational reports of all the prior students are read,
processed, and augmented by each succeeding generation.” This approach
utilizes the Internet as a main resource. All of the students in this
generational curriculum have to publish their reports and works on the Internet.
This adds to the already existent works from the past generations, creating an
ongoing developing community over the Internet.
Dr. James also discusses there phases that he believes students go
through while attempting to develop online skills. The first phase is “an
initial stage of operation in which learners acquire the ability to orient and
focus on those elements that are the most external of a tasks or situation. Most
external elements involve maintaining self-confidence, acquiring disciplinary
content, and acting out membership status.” Within this phase students make
attempt to stop procrastination and reject quitting as an option. Students also
try to familiarize themselves with the generational curriculum by reading,
understanding, and commenting on the works of the previous generations. This
also leads to learning how to display the behaviors of a member in generational
curriculum.
Dr. James has several principles that go along with his generational
curriculum. One of them involves the learning and understanding of the use of
hypertext. According to Dr. James the use of hypertext “provides the medium in
which students can practice authorship, critical analysis, and social
development through community integration.” Hypertext also allows students to
develop home pages on the Internet as well as integrate information into their
works by creating links to other works.
Another principle in the community that this generational curriculum
creates is that it allows students to work together in order to accomplish tasks
that they might not be able to if they were by themselves. It sets up a virtual
society over the Internet, where interactions are done over a computer rather
than in person.
The generational curriculum also allows students to develop certain
learning skills. They can learn information literacy skills like becoming
familiar with electronic communication and the ability to use search engines.
There are also scientific and scholarly skills, such as learning to write
publicly and being able to critically analyze other people’s writings. It also
develops leadership and citizenship skills. Participation in generational
community is one way of maintaining a presence.
Other principles show that learning in through the Internet can be
successful. Students are bale to turn to other students for help and ask the
teacher questions when problems arise. Dr. James says, “I have never seen more
enthusiasm and pride for learning than in my course-integrated
telecommunications classes.” So it is apparent that many students benefit form
this approach.
The last principle involves what Dr. James calls ethnographic
instructions. These are step-by-step instructions that guide students in what to
do. This makes the tasks and activities required for the students easier to
follow and more comprehensive.
My research report is basically
what I went through in this generational curriculum. It takes a look at my
experiences interacting in this online community. For instance, the second
section of my report looks at what I went through while searching the Internet.
You will see all the processes I did while searching on the Internet. You will
also be able to see what I was feeling. My
research report is my personal chronicle of my experiences with the Internet and
my involvement with this class. Not only that but my report adds to the already
large online community in place for Dr. James’ classes. My report will become
a resource for other students who take courses with Dr. James. They will look at
my report for ideas and topics much like I have for the students before me.
If you want a good definition
of information literacy, I suggest you take a look at the website, www.infolit.org.
The website defines information literacy as “the ability to know when there is
a need for information, to be able to identify, locate and effectively use that
information for the issue or problem at hand.” The definition basically says
that someone who had information literacy is able to use information they obtain
in order to overcome an obstacle.
My research report, the
generational curriculum, and information literacy are all interconnected in that
they are involved in this class. My research report adds to the generational
curriculum that is already existent on the Internet. Since I am in the
seventeenth generation, I am adding to a line of students that have been
publishing their works on the Internet. My report shows the obstacles I have
overcome while in this class. It also shows how I adapted and became successful
at learning the Internet. My report is another account of a person’s
experiences with learning the Internet. It will hopefully benefit students that
will take this class in the future, much in the same way that I have benefited
from the reports of students before me.