|Title:||Just Curious: Children’s Use of Digital Reference for Unimposed Queries and Its Importance in Informal Education
|Subject(s):||Children and digital resources
|Abstract:||This research investigated the informal use of two children’s digital
reference services that were used for purposes unintended by the designers.
The motivation for this research was to explore the ways that
children bend to their own informal uses the formal tools designed to
support their education. Research questions included, How and with
what frequency do children use digital reference services to answer
their own questions? Do digital reference services support self-initiated
learning? Could digital reference services support the transfer
of student motivation and curiosity from formal education to informal
education? What do instructional and software designers need
to consider in creating tools that support a notion of transformed
education and learning? Results answered these questions and uncovered
several unanticipated fi ndings. Digital reference services
were shown to support efforts to interest children in science-related
careers as early as fourth or fi fth grade and to support self-initiated
learning in science. Unanticipated fi ndings showed that students
ask different kinds of questions as they progress through school, and
they should receive training in the use of digital reference services
in elementary school. Further conclusions provide insights for digital
reference software and service design and suggestions for more
strategic pedagogical use of digital references services. (from the article)
|Publisher:||Graduate School of Library and Information Science. University of Illinois at Urbana-Champaign.
|Citation Info:||In Library Trends 54 (2) Fall 2005: 228-244.
|Publication Status:||published or submitted for publication
|Rights Information:||Copyright 2005 Board of Trustees of the University of Illinois.
|Date Available in IDEALS:||2007-12-13