Purpose Relatively few studies have examined the perspectives of informal learning facilitators who play key roles in cultivating an equitable learning environment for nondominant youth and families in making and tinkering spaces. This study aims to foreground the perspectives of facilitators and highlight the complexities and tensions that influence their equity work. Design/methodology/approach Interviews were conducted with facilitators of making and tinkering spaces across three informal learning organizations: a museum, a public library system and a network of community technology centers. This study then used a framework that examined equity along dimensions of access to what, for whom, based on whose values and toward what ends to analyze both the explicit and implicit conceptions of equity that surfaced in these interviews. Findings Across organizations, this study identified similarities and differences in facilitators’ conceptualizations of equity that were influenced by their different contexts and had implications for practice at each organization. Highlighting the complexity of enacting equity in practice, this study found moments when dimensions of equity came together in resonant ways, while other moments showed how dimensions can be in tension with each other. Practical implications The complexity that facilitators must navigate to enact equity in their practice emphasizes the need for professional development and support for facilitators to deepen their conceptions and practices around equity beyond access – not just skill building in making and tinkering. Originality/value This study recognizes the important role that facilitators play in enabling equity-oriented participation in making and tinkering spaces and contributes the “on the ground” perspectives of facilitators to highlight the complexity and tensions of enacting equity in practice.
{"title":"Surfacing the complex conceptions of equity across making and tinkering spaces","authors":"Ricarose Roque, Stephanie Hladik, Celeste Moreno, Ronni Hayden","doi":"10.1108/ils-10-2022-0115","DOIUrl":"https://doi.org/10.1108/ils-10-2022-0115","url":null,"abstract":"\u0000Purpose\u0000Relatively few studies have examined the perspectives of informal learning facilitators who play key roles in cultivating an equitable learning environment for nondominant youth and families in making and tinkering spaces. This study aims to foreground the perspectives of facilitators and highlight the complexities and tensions that influence their equity work.\u0000\u0000\u0000Design/methodology/approach\u0000Interviews were conducted with facilitators of making and tinkering spaces across three informal learning organizations: a museum, a public library system and a network of community technology centers. This study then used a framework that examined equity along dimensions of access to what, for whom, based on whose values and toward what ends to analyze both the explicit and implicit conceptions of equity that surfaced in these interviews.\u0000\u0000\u0000Findings\u0000Across organizations, this study identified similarities and differences in facilitators’ conceptualizations of equity that were influenced by their different contexts and had implications for practice at each organization. Highlighting the complexity of enacting equity in practice, this study found moments when dimensions of equity came together in resonant ways, while other moments showed how dimensions can be in tension with each other.\u0000\u0000\u0000Practical implications\u0000The complexity that facilitators must navigate to enact equity in their practice emphasizes the need for professional development and support for facilitators to deepen their conceptions and practices around equity beyond access – not just skill building in making and tinkering.\u0000\u0000\u0000Originality/value\u0000This study recognizes the important role that facilitators play in enabling equity-oriented participation in making and tinkering spaces and contributes the “on the ground” perspectives of facilitators to highlight the complexity and tensions of enacting equity in practice.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"10 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84915259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-07DOI: 10.1108/ils-10-2022-0118
Renato Russo, Paulo Blikstein
Purpose There are several connections between education and disinformation, including the association between years of schooling and vulnerability to unfounded hypothesizing. The purpose of this paper is to inquire into a competing explanation: political leaders might be exploring powerful teaching and learning strategies to disseminate agendas based on baseless assumptions, exploiting human’s tendency to generate robust theories even with incomplete or incorrect information. Design/methodology/approach The authors analyzed ten videos published online by a highly partisan YouTube channel. The footage contained informal encounters between former Brazilian President Jair Bolsonaro and supporters in front of his official residence. The team sought to answer two research questions: Do Mr Bolsonaro’s discursive moves include activators that lead the audience to understand that they are theorizing and reaching conclusions “on their own?” Does Mr Bolsonaro’s audience follow those clues and mention politically motivated hoaxes and conspiracy theories in their comments? This paper draws on perspectives from the field of educational research to investigate the mechanisms used by the president to shape public opinion. Findings The authors found evidence of the employment of elements akin to classroom discourse in the dialogues led by Mr Bolsonaro. Specifically, different types of rhetorical questions are present to a substantial extent in the data subset analyzed for this paper. Originality/value This work offers an alternative perspective to analyzing disinformation. By drawing from established literature from education research, this paper departs from facile explanations that take for granted the lack of intelligence of the audience. Conversely, it argues that popular, if not powerful, teaching and learning strategies might play an undesired role by shaping individuals’ cognitive processes to create robust, internally consistent theories about the world using flawed assumptions and incorrect “building blocks.”
{"title":"Just asking questions: can a far-right president turn agentic knowledge construction into political manipulation?","authors":"Renato Russo, Paulo Blikstein","doi":"10.1108/ils-10-2022-0118","DOIUrl":"https://doi.org/10.1108/ils-10-2022-0118","url":null,"abstract":"\u0000Purpose\u0000There are several connections between education and disinformation, including the association between years of schooling and vulnerability to unfounded hypothesizing. The purpose of this paper is to inquire into a competing explanation: political leaders might be exploring powerful teaching and learning strategies to disseminate agendas based on baseless assumptions, exploiting human’s tendency to generate robust theories even with incomplete or incorrect information.\u0000\u0000\u0000Design/methodology/approach\u0000The authors analyzed ten videos published online by a highly partisan YouTube channel. The footage contained informal encounters between former Brazilian President Jair Bolsonaro and supporters in front of his official residence. The team sought to answer two research questions: Do Mr Bolsonaro’s discursive moves include activators that lead the audience to understand that they are theorizing and reaching conclusions “on their own?” Does Mr Bolsonaro’s audience follow those clues and mention politically motivated hoaxes and conspiracy theories in their comments? This paper draws on perspectives from the field of educational research to investigate the mechanisms used by the president to shape public opinion.\u0000\u0000\u0000Findings\u0000The authors found evidence of the employment of elements akin to classroom discourse in the dialogues led by Mr Bolsonaro. Specifically, different types of rhetorical questions are present to a substantial extent in the data subset analyzed for this paper.\u0000\u0000\u0000Originality/value\u0000This work offers an alternative perspective to analyzing disinformation. By drawing from established literature from education research, this paper departs from facile explanations that take for granted the lack of intelligence of the audience. Conversely, it argues that popular, if not powerful, teaching and learning strategies might play an undesired role by shaping individuals’ cognitive processes to create robust, internally consistent theories about the world using flawed assumptions and incorrect “building blocks.”\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"47 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87426799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-26DOI: 10.1108/ils-03-2022-0043
John M Muchira
Purpose Kenya leads East Africa in creative goods export and enjoys high internet penetration. Therefore, identifying pathways, missed opportunities for accelerating job creation and development in the sector and strategies for mitigating youth-related challenges are essential. This paper therefore aims to examine the effects of digital media and the cultural and creative industry (CCI) on youth employment and economic development. Design/methodology/approach The document review and analysis data came from 45 scientific and 23 grey literature articles. While the lack of primary data is a study limitation, secondary data were drawn from the United Nations Conference on Trade and Development Statistics and the 2016–2022 entertainment and media outlook analysis. Microsoft Excel 2021 for Windows was used to analyze quantitative data and generate results. Findings Since the CCI sector is characterized by limited financial opportunities, low youth participation in the labor force and weak policy frameworks, success in the industry requires key pathways. These include investment in digital-led innovations, developing innovative models, building partnerships with the private sector, strategic investment by government in the potential creative industry sub-sectors and identifying successful scaling-up models. Originality/value Information gathered through this study is crucial to counter the youth unemployment challenge and strategy identification, which could be used in skills and capabilities development in the potential creative economy. Future researchers must explore how to apply the proposed creative capacity theoretical lens to inform research in the sector.
目的:肯尼亚是东非创意产品出口的领头羊，互联网普及率很高。因此，确定加速该部门创造就业和发展的途径、错失的机会以及缓解青年相关挑战的战略至关重要。因此，本文旨在研究数字媒体和文化创意产业(CCI)对青年就业和经济发展的影响。设计/方法/方法文献综述和分析数据来自45篇科学文献和23篇灰色文献。虽然缺乏原始数据是研究的局限性，但次要数据来自联合国贸易和发展统计会议以及2016-2022年娱乐和媒体前景分析。使用Microsoft Excel 2021 for Windows分析定量数据并生成结果。由于CCI行业的特点是融资机会有限，青年劳动力参与率低，政策框架薄弱，因此该行业的成功需要关键途径。这些措施包括投资于以数字为主导的创新，开发创新模式，与私营部门建立伙伴关系，政府对潜在的创意产业子部门进行战略投资，以及确定成功的扩大模式。独创性/价值通过本研究收集的信息对于应对青年失业挑战和确定策略至关重要，这些信息可以用于潜在创意经济的技能和能力发展。未来的研究人员必须探索如何将提出的创造能力理论视角应用于该领域的研究。
{"title":"Digital media and creative economy potential on youth employment in Kenya: a grounded theory perspective","authors":"John M Muchira","doi":"10.1108/ils-03-2022-0043","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0043","url":null,"abstract":"\u0000Purpose\u0000Kenya leads East Africa in creative goods export and enjoys high internet penetration. Therefore, identifying pathways, missed opportunities for accelerating job creation and development in the sector and strategies for mitigating youth-related challenges are essential. This paper therefore aims to examine the effects of digital media and the cultural and creative industry (CCI) on youth employment and economic development.\u0000\u0000\u0000Design/methodology/approach\u0000The document review and analysis data came from 45 scientific and 23 grey literature articles. While the lack of primary data is a study limitation, secondary data were drawn from the United Nations Conference on Trade and Development Statistics and the 2016–2022 entertainment and media outlook analysis. Microsoft Excel 2021 for Windows was used to analyze quantitative data and generate results.\u0000\u0000\u0000Findings\u0000Since the CCI sector is characterized by limited financial opportunities, low youth participation in the labor force and weak policy frameworks, success in the industry requires key pathways. These include investment in digital-led innovations, developing innovative models, building partnerships with the private sector, strategic investment by government in the potential creative industry sub-sectors and identifying successful scaling-up models.\u0000\u0000\u0000Originality/value\u0000Information gathered through this study is crucial to counter the youth unemployment challenge and strategy identification, which could be used in skills and capabilities development in the potential creative economy. Future researchers must explore how to apply the proposed creative capacity theoretical lens to inform research in the sector.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"41 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73030231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-06DOI: 10.1108/ils-02-2023-0016
Hanhthi Nguyen, Prasina Parameswaran
Purpose The goal of this study is to explore how content creators engage in critical data literacies on TikTok, a social media site that encourages the creation and dissemination of user-created, short-form videos. Critical data literacies encompass the ability to reason with, critique, control, and repurpose data for creative uses. Existing work on critical data literacies on social media has focused on understanding of personal data, critique of data use, and strategies to protect privacy. This work focuses on how TikTok content creators repurpose data to construct their own narratives. Design/methodology/approach Through hashtag search, the authors created a corpus of 410 TikTok videos focused on discussing environmental and climate action, and qualitatively coded the videos for data literacies practices and video features (audio, footage, background images) that may support these practices. Findings Content creators engaged in multiple practices to attach meanings to data and situate environmental and climate action discourse in lived experiences. While there were instances of no data practices, we found cases where creators compiled different data sources, situated data in personal and local contexts, and positioned their experiences as data points to supplement or counter other statistics. Creators further leveraged the platform’s technical features, particularly the ability to add original audio and background images, to add narratives to the collective discourse. Originality/value This study presents a unique focus on examining critical data literacies on social media. Findings highlight how content creators repurpose data and integrate personal experiences. They illustrate platform features to support data practices and inform the design of learning environments.
{"title":"Meaning making and relatedness: exploring critical data literacies on social media","authors":"Hanhthi Nguyen, Prasina Parameswaran","doi":"10.1108/ils-02-2023-0016","DOIUrl":"https://doi.org/10.1108/ils-02-2023-0016","url":null,"abstract":"\u0000Purpose\u0000The goal of this study is to explore how content creators engage in critical data literacies on TikTok, a social media site that encourages the creation and dissemination of user-created, short-form videos. Critical data literacies encompass the ability to reason with, critique, control, and repurpose data for creative uses. Existing work on critical data literacies on social media has focused on understanding of personal data, critique of data use, and strategies to protect privacy. This work focuses on how TikTok content creators repurpose data to construct their own narratives.\u0000\u0000\u0000Design/methodology/approach\u0000Through hashtag search, the authors created a corpus of 410 TikTok videos focused on discussing environmental and climate action, and qualitatively coded the videos for data literacies practices and video features (audio, footage, background images) that may support these practices.\u0000\u0000\u0000Findings\u0000Content creators engaged in multiple practices to attach meanings to data and situate environmental and climate action discourse in lived experiences. While there were instances of no data practices, we found cases where creators compiled different data sources, situated data in personal and local contexts, and positioned their experiences as data points to supplement or counter other statistics. Creators further leveraged the platform’s technical features, particularly the ability to add original audio and background images, to add narratives to the collective discourse.\u0000\u0000\u0000Originality/value\u0000This study presents a unique focus on examining critical data literacies on social media. Findings highlight how content creators repurpose data and integrate personal experiences. They illustrate platform features to support data practices and inform the design of learning environments.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"62 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86024291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-04DOI: 10.1108/ils-10-2022-0116
Ha Nguyen, John Lopez, B. Homer, A. Ali, June Ahn
Purpose In the USA, 22–40% of youth who have been accepted to college do not enroll. Researchers call this phenomenon summer melt, which disproportionately affects students from disadvantaged backgrounds. A major challenge is providing enough mentorship with the limited number of available college counselors. The purpose of this study is to present a case study of a design and user study of a chatbot (Lilo), designed to provide college advising interactions. Design/methodology/approach This study adopted four primary data sources to capture aspects of user experience: daily diary entries; in-depth, semi-structured interviews; user logs of interactions with the chatbot; and daily user surveys. User study was conducted with nine participants who represent a range of college experiences. Findings Participants illuminated the types of interactions designs that would be particularly impactful for chatbots for college advising including setting reminders, brokering social connections and prompting deeper introspection that build efficacy and identity toward college-going. Originality/value As a growing body of human-computer interaction research delves into the design of chatbots for different social interactions, this study illuminates key design needs for continued work in this domain. The study explores the implications for a specific domain to improve college enrollment: providing college advising to youth.
{"title":"Reminders, reflections, and relationships: insights from the design of a chatbot for college advising","authors":"Ha Nguyen, John Lopez, B. Homer, A. Ali, June Ahn","doi":"10.1108/ils-10-2022-0116","DOIUrl":"https://doi.org/10.1108/ils-10-2022-0116","url":null,"abstract":"\u0000Purpose\u0000In the USA, 22–40% of youth who have been accepted to college do not enroll. Researchers call this phenomenon summer melt, which disproportionately affects students from disadvantaged backgrounds. A major challenge is providing enough mentorship with the limited number of available college counselors. The purpose of this study is to present a case study of a design and user study of a chatbot (Lilo), designed to provide college advising interactions.\u0000\u0000\u0000Design/methodology/approach\u0000This study adopted four primary data sources to capture aspects of user experience: daily diary entries; in-depth, semi-structured interviews; user logs of interactions with the chatbot; and daily user surveys. User study was conducted with nine participants who represent a range of college experiences.\u0000\u0000\u0000Findings\u0000Participants illuminated the types of interactions designs that would be particularly impactful for chatbots for college advising including setting reminders, brokering social connections and prompting deeper introspection that build efficacy and identity toward college-going.\u0000\u0000\u0000Originality/value\u0000As a growing body of human-computer interaction research delves into the design of chatbots for different social interactions, this study illuminates key design needs for continued work in this domain. The study explores the implications for a specific domain to improve college enrollment: providing college advising to youth.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"40 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81009003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.1108/ils-10-2022-0112
Ekta Shokeen, David Weintrop, Anthony Pellicone, Peter F. Moon, D. Ketelhut, Michel Cukier, J. Plane
Purpose The purpose of this paper is to understand the role of perplexity in young players’ experiences within an educational videogame and how reflective thinking can help them to get out of perplexing scenarios. Design/methodology/approach We used a constructivist grounded theory approach and the lenses of Dewey’s conceptualization of perplexity and reflective thinking to examine young players’ in-game experiences. Findings We find that perplexity in gameplay is an experience that occurs when players encounter uncertainty about where to go or what to do next in the game. Findings reveal that while playing an educational game players engaged in two forms of perplexity – exploration-based and puzzle-based. Additionally, we unpack how players overcome these perplexing scenarios by reflecting on the information provided in the game. Research limitations/implications While in a state of perplexity, reflecting on the in-game information aids players to think and make meaning, thus supporting learning. We provide suggestions for how to better utilize perplexity as an in-game design mechanism to encourage young players to reflect on in-game information. Originality/value This empirical study is original in its context of studying the phenomenon of perplexity in videogames and young players’ in-game reflection experiences.
{"title":"Defining perplexity and reflective thinking in a game-based learning environment","authors":"Ekta Shokeen, David Weintrop, Anthony Pellicone, Peter F. Moon, D. Ketelhut, Michel Cukier, J. Plane","doi":"10.1108/ils-10-2022-0112","DOIUrl":"https://doi.org/10.1108/ils-10-2022-0112","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to understand the role of perplexity in young players’ experiences within an educational videogame and how reflective thinking can help them to get out of perplexing scenarios.\u0000\u0000\u0000Design/methodology/approach\u0000We used a constructivist grounded theory approach and the lenses of Dewey’s conceptualization of perplexity and reflective thinking to examine young players’ in-game experiences.\u0000\u0000\u0000Findings\u0000We find that perplexity in gameplay is an experience that occurs when players encounter uncertainty about where to go or what to do next in the game. Findings reveal that while playing an educational game players engaged in two forms of perplexity – exploration-based and puzzle-based. Additionally, we unpack how players overcome these perplexing scenarios by reflecting on the information provided in the game.\u0000\u0000\u0000Research limitations/implications\u0000While in a state of perplexity, reflecting on the in-game information aids players to think and make meaning, thus supporting learning. We provide suggestions for how to better utilize perplexity as an in-game design mechanism to encourage young players to reflect on in-game information.\u0000\u0000\u0000Originality/value\u0000This empirical study is original in its context of studying the phenomenon of perplexity in videogames and young players’ in-game reflection experiences.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"101 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75935952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-06DOI: 10.1108/ils-09-2022-0107
B. M. Guirguis, Negmeldin Omer Alsheikh
Purpose This study aimed to understand how parents and librarians describe their lived experiences in a modern children’s library that aims to create a triad bond through the organization of multiliteracy events and activities. Design/methodology/approach The study used a phenomenological case study approach using two semistructured interviews, the first with parents (n = 5) and the second with library staff (n = 5), to record their lived experiences in creating and attending literacy events and activities. Findings The findings indicated multiplicities of transformative and heterotypic spaces that juxtapose different yet compatible and vicarious experiences for librarians, parents and their children. The virtual and interactive features of the library fuel children’s curiosity and creativity and afford them authentic materials through a creative blend of local heritage and technology-mediated multimodal literacies. Moreover, the librarians engage in constant program evaluation and upgrades. The library environment creates a vibrant bio-network for disseminating literacy through creativity and ingenuity and affords an affinity space for community socialization. Research limitations/implications This study has some limitations and delimitations. The data for this study were collected during the pandemic, which affected the sample size. Moreover, the children’s views were not considered, which could broaden our understanding of the phenomena. Furthermore, the study relied on interviews as the sole source of data; other sources, such as archival data and documents, could enrich the data and increase the study’s rigor. Finally, the study is confined to only one site. Practical implications The study found that a “living library” philosophy with an enthusiastic and attentive staff that caters to patrons’ interests draws parents and children to visit. Additionally, unexpected fun activities that occur when sufficient children are present keep them engaged and motivated to stay and learn more. The study suggests that librarians, architects, school leaders, policymakers and educators should consider how to conceptualize, design and experience a modern library space that prioritizes literacy activities and incorporates technology to inspire children’s innovations. The findings can be applied to both public and academic libraries. Originality/value The findings from this study could provide researchers, teachers, administrators, librarians and artificial intelligence with a viable orientation to envision new ways of reconceptualizing public and school libraries to create affinity spaces for the literate community, especially in a non-western context such as the United Arab Emirates.
{"title":"Bio-networking among librarians, parents, and children in a modern children’s library: a phenomenological study","authors":"B. M. Guirguis, Negmeldin Omer Alsheikh","doi":"10.1108/ils-09-2022-0107","DOIUrl":"https://doi.org/10.1108/ils-09-2022-0107","url":null,"abstract":"\u0000Purpose\u0000This study aimed to understand how parents and librarians describe their lived experiences in a modern children’s library that aims to create a triad bond through the organization of multiliteracy events and activities.\u0000\u0000\u0000Design/methodology/approach\u0000The study used a phenomenological case study approach using two semistructured interviews, the first with parents (n = 5) and the second with library staff (n = 5), to record their lived experiences in creating and attending literacy events and activities.\u0000\u0000\u0000Findings\u0000The findings indicated multiplicities of transformative and heterotypic spaces that juxtapose different yet compatible and vicarious experiences for librarians, parents and their children. The virtual and interactive features of the library fuel children’s curiosity and creativity and afford them authentic materials through a creative blend of local heritage and technology-mediated multimodal literacies. Moreover, the librarians engage in constant program evaluation and upgrades. The library environment creates a vibrant bio-network for disseminating literacy through creativity and ingenuity and affords an affinity space for community socialization.\u0000\u0000\u0000Research limitations/implications\u0000This study has some limitations and delimitations. The data for this study were collected during the pandemic, which affected the sample size. Moreover, the children’s views were not considered, which could broaden our understanding of the phenomena. Furthermore, the study relied on interviews as the sole source of data; other sources, such as archival data and documents, could enrich the data and increase the study’s rigor. Finally, the study is confined to only one site.\u0000\u0000\u0000Practical implications\u0000The study found that a “living library” philosophy with an enthusiastic and attentive staff that caters to patrons’ interests draws parents and children to visit. Additionally, unexpected fun activities that occur when sufficient children are present keep them engaged and motivated to stay and learn more. The study suggests that librarians, architects, school leaders, policymakers and educators should consider how to conceptualize, design and experience a modern library space that prioritizes literacy activities and incorporates technology to inspire children’s innovations. The findings can be applied to both public and academic libraries.\u0000\u0000\u0000Originality/value\u0000The findings from this study could provide researchers, teachers, administrators, librarians and artificial intelligence with a viable orientation to envision new ways of reconceptualizing public and school libraries to create affinity spaces for the literate community, especially in a non-western context such as the United Arab Emirates.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"119 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78546492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-28DOI: 10.1108/ils-06-2022-0084
N. Turcotte, Ty Hollett
Purpose The datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning setting, specifically two Golf Teaching and Research Programs, to investigate how athletes and coaches capture, analyze and use performance data to improve their practice. Athletic settings are well known for spurring the proliferation of personal data about performance across a range of contexts and ability levels. In these contexts, interest in athletes’ experiences with data has often been overshadowed by a focus on the technologies capturing the data and their capabilities. Design/methodology/approach This ethnographic research focuses on the data-rich experiences of golf coaches and students during two pedagogical encounters. Using Balka and Star’s (2015) concept of shadow bodies, this article explores how golfing bodies can become infused with data, creating partial representations of a lived experience that can be augmented and manipulated for pedagogical purposes, depending on the context and the individuals involved. Findings Interaction analysis helps the authors to examine the embodied and interactional nature of coach-golfer pedagogical encounters across two sites, a local Professional Golf Association golf course and a Swing Analysis Lab. The authors also split these encounters into two episodes to identify how coaches and golfers use partial representations of their bodies to analyze performance and interpret data. Originality/value This research suggests that as data-driven practices continue to engulf athletic settings, and teaching and learning settings broadly, emphasis needs to be placed on ensuring that athletes (learners) – from the most recreational to elite users – have an embodied understanding of their performance to improve their ability. Furthermore, this article raises questions about what data gets shared between instructors and athletes and how that data is used.
{"title":"“Over 800 data points”: how coaches and athletes collectively navigate data-rich learning encounters","authors":"N. Turcotte, Ty Hollett","doi":"10.1108/ils-06-2022-0084","DOIUrl":"https://doi.org/10.1108/ils-06-2022-0084","url":null,"abstract":"\u0000Purpose\u0000The datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning setting, specifically two Golf Teaching and Research Programs, to investigate how athletes and coaches capture, analyze and use performance data to improve their practice. Athletic settings are well known for spurring the proliferation of personal data about performance across a range of contexts and ability levels. In these contexts, interest in athletes’ experiences with data has often been overshadowed by a focus on the technologies capturing the data and their capabilities.\u0000\u0000\u0000Design/methodology/approach\u0000This ethnographic research focuses on the data-rich experiences of golf coaches and students during two pedagogical encounters. Using Balka and Star’s (2015) concept of shadow bodies, this article explores how golfing bodies can become infused with data, creating partial representations of a lived experience that can be augmented and manipulated for pedagogical purposes, depending on the context and the individuals involved.\u0000\u0000\u0000Findings\u0000Interaction analysis helps the authors to examine the embodied and interactional nature of coach-golfer pedagogical encounters across two sites, a local Professional Golf Association golf course and a Swing Analysis Lab. The authors also split these encounters into two episodes to identify how coaches and golfers use partial representations of their bodies to analyze performance and interpret data.\u0000\u0000\u0000Originality/value\u0000This research suggests that as data-driven practices continue to engulf athletic settings, and teaching and learning settings broadly, emphasis needs to be placed on ensuring that athletes (learners) – from the most recreational to elite users – have an embodied understanding of their performance to improve their ability. Furthermore, this article raises questions about what data gets shared between instructors and athletes and how that data is used.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"45 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77308849","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-19DOI: 10.1108/ils-06-2022-0082
Peter Organisciak, Michele Newman, David Eby, Selcuk Acar, Denis G. Dumas
Purpose Most educational assessments tend to be constructed in a close-ended format, which is easier to score consistently and more affordable. However, recent work has leveraged computation text methods from the information sciences to make open-ended measurement more effective and reliable for older students. The purpose of this study is to determine whether models used by computational text mining applications need to be adapted when used with samples of elementary-aged children. Design/methodology/approach This study introduces domain-adapted semantic models for child-specific text analysis, to allow better elementary-aged educational assessment. A corpus compiled from a multimodal mix of spoken and written child-directed sources is presented, used to train a children’s language model and evaluated against standard non-age-specific semantic models. Findings Child-oriented language is found to differ in vocabulary and word sense use from general English, while exhibiting lower gender and race biases. The model is evaluated in an educational application of divergent thinking measurement and shown to improve on generalized English models. Research limitations/implications The findings demonstrate the need for age-specific language models in the growing domain of automated divergent thinking and strongly encourage the same for other educational uses of computation text analysis by showing a measurable difference in the language of children. Social implications Understanding children’s language more representatively in automated educational assessment allows for more fair and equitable testing. Furthermore, child-specific language models have fewer gender and race biases. Originality/value Research in computational measurement of open-ended responses has thus far used models of language trained on general English sources or domain-specific sources such as textbooks. To the best of the authors’ knowledge, this paper is the first to study age-specific language models for educational assessment. In addition, while there have been several targeted, high-quality corpora of child-created or child-directed speech, the corpus presented here is the first developed with the breadth and scale required for large-scale text modeling.
{"title":"How do the kids speak? Improving educational use of text mining with child-directed language models","authors":"Peter Organisciak, Michele Newman, David Eby, Selcuk Acar, Denis G. Dumas","doi":"10.1108/ils-06-2022-0082","DOIUrl":"https://doi.org/10.1108/ils-06-2022-0082","url":null,"abstract":"\u0000Purpose\u0000Most educational assessments tend to be constructed in a close-ended format, which is easier to score consistently and more affordable. However, recent work has leveraged computation text methods from the information sciences to make open-ended measurement more effective and reliable for older students. The purpose of this study is to determine whether models used by computational text mining applications need to be adapted when used with samples of elementary-aged children.\u0000\u0000\u0000Design/methodology/approach\u0000This study introduces domain-adapted semantic models for child-specific text analysis, to allow better elementary-aged educational assessment. A corpus compiled from a multimodal mix of spoken and written child-directed sources is presented, used to train a children’s language model and evaluated against standard non-age-specific semantic models.\u0000\u0000\u0000Findings\u0000Child-oriented language is found to differ in vocabulary and word sense use from general English, while exhibiting lower gender and race biases. The model is evaluated in an educational application of divergent thinking measurement and shown to improve on generalized English models.\u0000\u0000\u0000Research limitations/implications\u0000The findings demonstrate the need for age-specific language models in the growing domain of automated divergent thinking and strongly encourage the same for other educational uses of computation text analysis by showing a measurable difference in the language of children.\u0000\u0000\u0000Social implications\u0000Understanding children’s language more representatively in automated educational assessment allows for more fair and equitable testing. Furthermore, child-specific language models have fewer gender and race biases.\u0000\u0000\u0000Originality/value\u0000Research in computational measurement of open-ended responses has thus far used models of language trained on general English sources or domain-specific sources such as textbooks. To the best of the authors’ knowledge, this paper is the first to study age-specific language models for educational assessment. In addition, while there have been several targeted, high-quality corpora of child-created or child-directed speech, the corpus presented here is the first developed with the breadth and scale required for large-scale text modeling.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"6 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87297098","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-11DOI: 10.1108/ils-09-2022-0106
S. Virkus, Janika Leoste, Kristel Marmor, Tiina Kasuk, A. Talisainen
Purpose Telepresence robots (TPRs) are an emerging field of application and research that have received attention from various disciplines, including computer science, telehealth and education. The purpose of this study is to conduct a bibliometric analysis of publications on TPR in the Web of Science database from 1980 to 2022 to gain a better understanding of the state of research on TPRs and explore the role of pedagogical and psychological aspects in this research. Design/methodology/approach The analysis of research publications on TPRs was made on the basis of papers published in the Web of Science database from 1980 to 2022. The following research questions were proposed: What are the main tendencies in publication years, document types, countries of origin, source titles, publication authors, affiliations of authors and the most cited articles related to TPRs? What are the main topics discussed in the publications from the perspective of psychology? What are the main topics discussed in the publications from the perspective of educational sciences? Findings The results indicate that it is in the computer science where most of the existing research has been conducted, whereas the interest in the psychology and educational science has been relatively low. The greatest regional contributor has been the USA, whereas the effort in the European Union lags behind. Research publications in psychology in the Web of Science database related to TPRs can be grouped into three broad thematic categories: features of TPRs, degree of social presence compared to physical presence or other mediated technologies and opportunities for using TPRs. The results suggest that from the perspective of psychology, TPRs are one of the approaches that could enable greater social presence in remote communication. Most of the analysed papers in educational sciences investigated the opportunities of using TPRs in various educational fields. However, while the findings of the studies indicated significant potential of TPRs for education, their acceptance for wider use is still challenged. Research limitations/implications The limitations of this research are that this study only analysed research papers in the Web of Science database and therefore only covers a limited number of scientific papers published in the field of psychology and educational sciences on TPRs. In addition, only publications with the term “telepresence robots” in the topic area of the Web of Science database were analysed. Therefore, several relevant studies are not discussed in this paper that are not reflected in the Web of Science database or were related to other keywords. Originality/value The field of TPRs has not been explored using a bibliographic analysis of publications in the Web of Science database from the perspective of psychology and educational sciences. The findings of this paper will help researchers and academic staff better understand the state of research on TPRs and the
远程呈现机器人(tpr)是一个新兴的应用和研究领域，受到了包括计算机科学、远程医疗和教育在内的各个学科的关注。本研究的目的是对Web of Science数据库中1980 - 2022年关于TPR的出版物进行文献计量分析，以更好地了解TPR的研究现状，并探讨教学和心理方面在该研究中的作用。设计/方法/方法基于Web of Science数据库1980 - 2022年发表的论文，对TPRs的研究出版物进行了分析。提出以下研究问题:与TPRs相关的出版年份、文献类型、原产国、来源标题、出版作者、作者所属单位和被引次数最多的文章的主要趋势是什么?从心理学的角度来看，这些出版物讨论的主要话题是什么?从教育科学的角度来看，这些出版物讨论的主要议题是什么?结果表明，大多数现有的研究都是在计算机科学领域进行的，而对心理学和教育科学的兴趣相对较低。最大的区域贡献者是美国，而欧盟的努力落后了。Web of Science数据库中与tpr相关的心理学研究出版物可以分为三大类:tpr的特征、与物理存在或其他中介技术相比的社会存在程度和使用tpr的机会。结果表明，从心理学的角度来看，tpr是远程沟通中提高社会存在感的方法之一。大多数被分析的教育科学论文都探讨了在各个教育领域使用tpr的机会。然而，虽然研究结果显示TPRs在教育方面的巨大潜力，但它们的广泛应用仍然受到挑战。本研究的局限性/启示本研究的局限性在于本研究仅分析了Web of Science数据库中的研究论文，因此仅涵盖了有限数量的发表在心理学和教育科学领域的关于tpr的科学论文。此外，仅分析了Web of Science数据库主题领域中带有“远程呈现机器人”一词的出版物。因此，一些没有在Web of Science数据库中反映或与其他关键词相关的相关研究没有在本文中进行讨论。原创性/价值从心理学和教育科学的角度对Web of Science数据库中的出版物进行书目分析，尚未对tpr领域进行探索。本文的研究结果将有助于研究人员和学术人员更好地了解tpr的研究现状以及本研究所涉及的教学和心理方面的问题。
{"title":"Telepresence robots from the perspective of psychology and educational sciences","authors":"S. Virkus, Janika Leoste, Kristel Marmor, Tiina Kasuk, A. Talisainen","doi":"10.1108/ils-09-2022-0106","DOIUrl":"https://doi.org/10.1108/ils-09-2022-0106","url":null,"abstract":"\u0000Purpose\u0000Telepresence robots (TPRs) are an emerging field of application and research that have received attention from various disciplines, including computer science, telehealth and education. The purpose of this study is to conduct a bibliometric analysis of publications on TPR in the Web of Science database from 1980 to 2022 to gain a better understanding of the state of research on TPRs and explore the role of pedagogical and psychological aspects in this research.\u0000\u0000\u0000Design/methodology/approach\u0000The analysis of research publications on TPRs was made on the basis of papers published in the Web of Science database from 1980 to 2022. The following research questions were proposed: What are the main tendencies in publication years, document types, countries of origin, source titles, publication authors, affiliations of authors and the most cited articles related to TPRs? What are the main topics discussed in the publications from the perspective of psychology? What are the main topics discussed in the publications from the perspective of educational sciences?\u0000\u0000\u0000Findings\u0000The results indicate that it is in the computer science where most of the existing research has been conducted, whereas the interest in the psychology and educational science has been relatively low. The greatest regional contributor has been the USA, whereas the effort in the European Union lags behind. Research publications in psychology in the Web of Science database related to TPRs can be grouped into three broad thematic categories: features of TPRs, degree of social presence compared to physical presence or other mediated technologies and opportunities for using TPRs. The results suggest that from the perspective of psychology, TPRs are one of the approaches that could enable greater social presence in remote communication. Most of the analysed papers in educational sciences investigated the opportunities of using TPRs in various educational fields. However, while the findings of the studies indicated significant potential of TPRs for education, their acceptance for wider use is still challenged.\u0000\u0000\u0000Research limitations/implications\u0000The limitations of this research are that this study only analysed research papers in the Web of Science database and therefore only covers a limited number of scientific papers published in the field of psychology and educational sciences on TPRs. In addition, only publications with the term “telepresence robots” in the topic area of the Web of Science database were analysed. Therefore, several relevant studies are not discussed in this paper that are not reflected in the Web of Science database or were related to other keywords.\u0000\u0000\u0000Originality/value\u0000The field of TPRs has not been explored using a bibliographic analysis of publications in the Web of Science database from the perspective of psychology and educational sciences. The findings of this paper will help researchers and academic staff better understand the state of research on TPRs and the","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"6 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75464757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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