The title might confuse you but not for long if I say I am going to write about the Digital Visitor & Resident (VR) model introduced in a webinar by David White. In contrast to Marc Pensky’s model that is based on generational distinction or digital technology skill distinction, this model captures users motivation in online engagements. So, basically this model doesn’t permanently label one as a digital native or a digital immigrant, instead it qualifies ones digital engagement.
VR model presents a continuum between two modes of online engagement. Sliding between the modes the model can capture an individual’s motivation to use the web in different contexts. One side of the continuum is ‘visitor’ mode, here the web is assumed as a toolbox. One looks for a tool to perform a task and once the task is done the box is closed, no social traces are left. In visitor mode one might be doing googling, reading wikipedia or doing online shopping. These engagements are not visible to other users.
Other side of the continuum is ‘resident’ mode, here the web is assumed as a place where people can coexist (with digital identity). In this mode, the main motivation to go online is to engage with others. Being active in social media, joining online discussions, commenting on youtube videos, these are all example scenarios depicting individuals in the resident mode. These types of online behaviors leave social traces. The figure below shows one example of VR model that captures an individual’s online behavior. In the extreme end of the resident mode, visibility is quite high – individual’s online engagement could appear in google searches. The vertical axis adds two common contexts where people engage online – personal and institutional. So, the same person engages online in a mixture of visitor and resident modes depending on what he or she is trying to achieve – our Dr. Visitor and Mr. Resident as the central character in Strange Case of Dr. Jekyll and Mr. Hide.
After filling in White’s VR model myself, and then looking at a few different people’s applications to their own person, I partly realize the importance of how to delimit the various digital tools, e.g. personal e-mail instead of just e-mail, but also the differences that actually exist between individuals. There is a difference between teachers of different ages, between teachers and students and between students. We certainly have a large group of students born into the digital age, but there are also many students who, like the majority of university teachers, are not. I become curious about what it can provide insights for everyone involved if at a course introduction both students and teachers on the course were allowed to fill in White´’s four-field and then link it to how the course is structured. More common is that in different exercises you initially try to capture and reflect on the students’ thematic pre-understanding of the subject. An exercise with the VR model would also capture their pre-understanding of digital tools.
I agree the VR model is quite useful to track one progress in digital literacy. To do a longitudinal study of a groups digital literacy or to quantify the V or R area, this model is a good input to build a digital tool for the study.
I also found this model useful in understanding my digital literacy. It was also really interesting to do a shared digital literacy map as a group exercise in our PLB group.
Best,
Maija
Indeed, that was really useful (thanks to you for making the combined map). It’s quite useful to track the digital literacy of a group of people over time.
You have shared a really interesting summary of the first topic. I have primarily been a private person with little footprint on online platforms. The resident-visitor continuum was such an eye-opening revelation to my online persona!
Hi!
Thanks Zee for reading.
Yeah the model captures quite a bit.
Have the course made any influence on your online persona?
Take care