Pub Date : 2023-01-06DOI: 10.1108/ils-03-2022-0051
Colin Hennessy Elliott, Alexandra Gendreau Chakarov, Jeffrey B. Bush, J. Nixon, Mimi Recker
Purpose The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays. Design/methodology/approach This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources. Findings This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future. Originality/value While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.
{"title":"Toward a debugging pedagogy: helping students learn to get unstuck with physical computing systems","authors":"Colin Hennessy Elliott, Alexandra Gendreau Chakarov, Jeffrey B. Bush, J. Nixon, Mimi Recker","doi":"10.1108/ils-03-2022-0051","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0051","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays.\u0000\u0000\u0000Design/methodology/approach\u0000This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources.\u0000\u0000\u0000Findings\u0000This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future.\u0000\u0000\u0000Originality/value\u0000While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-01-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90471020","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 : 2022-11-30DOI: 10.1108/ils-07-2022-0086
M. Martens, Gitte Balling, Kristen A. Higgason
Purpose This research article presents an exploratory case study of the sociotechnical landscape of BookTok, and how young people use it to connect with others around the books they love, or those they love to hate. By observing the interplay between young people, books, and the technology (TikTok) that connects them, this study aims to explore how blending analog and digital media tools makes reading social and fun. Design/methodology/approach The authors selected three bestsellers available in English and Danish, and BookTokers who made related videos. This study used a qualitative, ethnographic (Pink, 2021) approach to explore interactions on the app. Inductive coding (Saldaña, 2021) helped the authors identify themes, and connect to areas of inquiry. Findings During the pandemic, TikTok and BookTok offered young people opportunities for reading engagement in social, bookish communities by using technology to promote reading in print. In doing so, their actions made reading and being a reader highly entertaining. Research limitations/implications As an exploratory case study, this research is not generalizable. But the findings will apply to future work on reading, publishing, and connected learning in a sociotechnical landscape. Practical implications BookTok connects print and digital formats, offering innovative possibilities for young people’s connected learning and reading promotion in schools and libraries. Originality/value Because TikTok is a relatively new tool, and its sub-community BookTok became popular during the COVID-19 pandemic, research on this topic is still in its earliest stages.
{"title":"#BookTokMadeMeReadIt: young adult reading communities across an international, sociotechnical landscape","authors":"M. Martens, Gitte Balling, Kristen A. Higgason","doi":"10.1108/ils-07-2022-0086","DOIUrl":"https://doi.org/10.1108/ils-07-2022-0086","url":null,"abstract":"\u0000Purpose\u0000This research article presents an exploratory case study of the sociotechnical landscape of BookTok, and how young people use it to connect with others around the books they love, or those they love to hate. By observing the interplay between young people, books, and the technology (TikTok) that connects them, this study aims to explore how blending analog and digital media tools makes reading social and fun.\u0000\u0000\u0000Design/methodology/approach\u0000The authors selected three bestsellers available in English and Danish, and BookTokers who made related videos. This study used a qualitative, ethnographic (Pink, 2021) approach to explore interactions on the app. Inductive coding (Saldaña, 2021) helped the authors identify themes, and connect to areas of inquiry.\u0000\u0000\u0000Findings\u0000During the pandemic, TikTok and BookTok offered young people opportunities for reading engagement in social, bookish communities by using technology to promote reading in print. In doing so, their actions made reading and being a reader highly entertaining.\u0000\u0000\u0000Research limitations/implications\u0000As an exploratory case study, this research is not generalizable. But the findings will apply to future work on reading, publishing, and connected learning in a sociotechnical landscape.\u0000\u0000\u0000Practical implications\u0000BookTok connects print and digital formats, offering innovative possibilities for young people’s connected learning and reading promotion in schools and libraries.\u0000\u0000\u0000Originality/value\u0000Because TikTok is a relatively new tool, and its sub-community BookTok became popular during the COVID-19 pandemic, research on this topic is still in its earliest stages.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"15 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89648580","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 : 2022-11-23DOI: 10.1108/ils-02-2022-0013
Denise E. Agosto
Purpose This paper aims to discuss the concept of “literacy” within the new literacy, new literacies and library and information science (LIS) discourses. It proposes widening the prevailing LIS conceptualization of adolescent literacy, which focuses largely on information literacy in academic settings, to a broader, information practice-based, sociocultural framing that encompasses the full range of adolescents’ everyday life contexts. Design/methodology/approach The author presents a literature review and personal reflection on a series of adolescent information activities to show the value of framing the LIS discourse on adolescent literacy within a broader sociocultural perspective. Findings Based on the discussion, the author proposes a framework for future investigations of adolescents’ literacy practices that views adolescent literacy as fundamentally social and communicative; multiformat; multicontextual; multigenerational; and culturally situated. Originality/value A broader sociocultural approach to the LIS information literacy discourse can lead to deeper understanding of the co-constructed and collaborative nature of adolescents’ new literacies practices. It can also enable stronger recognition of the impact of power and privilege on adolescent literacy practices. Finally, this essay shows the value of reflecting on adolescent information activities for challenging narrow views of literacy and highlights the social embeddedness of new literacies activities in adolescents’ everyday lives.
{"title":"Reflections on adolescent literacy as sociocultural practice","authors":"Denise E. Agosto","doi":"10.1108/ils-02-2022-0013","DOIUrl":"https://doi.org/10.1108/ils-02-2022-0013","url":null,"abstract":"\u0000Purpose\u0000This paper aims to discuss the concept of “literacy” within the new literacy, new literacies and library and information science (LIS) discourses. It proposes widening the prevailing LIS conceptualization of adolescent literacy, which focuses largely on information literacy in academic settings, to a broader, information practice-based, sociocultural framing that encompasses the full range of adolescents’ everyday life contexts.\u0000\u0000\u0000Design/methodology/approach\u0000The author presents a literature review and personal reflection on a series of adolescent information activities to show the value of framing the LIS discourse on adolescent literacy within a broader sociocultural perspective.\u0000\u0000\u0000Findings\u0000Based on the discussion, the author proposes a framework for future investigations of adolescents’ literacy practices that views adolescent literacy as fundamentally social and communicative; multiformat; multicontextual; multigenerational; and culturally situated.\u0000\u0000\u0000Originality/value\u0000A broader sociocultural approach to the LIS information literacy discourse can lead to deeper understanding of the co-constructed and collaborative nature of adolescents’ new literacies practices. It can also enable stronger recognition of the impact of power and privilege on adolescent literacy practices. Finally, this essay shows the value of reflecting on adolescent information activities for challenging narrow views of literacy and highlights the social embeddedness of new literacies activities in adolescents’ everyday lives.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85950637","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 : 2022-11-09DOI: 10.1108/ils-06-2022-0076
F. Fischer, Elisabeth Bauer, T. Seidel, R. Schmidmaier, Anika Radkowitsch, B. Neuhaus, S. Hofer, D. Sommerhoff, S. Ufer, J. Kuhn, S. Küchemann, Michael Sailer, Jenna Koenen, M. Gartmeier, P. Berberat, Anne C. Frenzel, Nicole Heitzmann, D. Holzberger, J. Pfeffer, D. Lewalter, Frank Niklas, B. Schmidt-Hertha, M. Gollwitzer, Andreas Vorholzer, O. Chernikova, Christian Schons, Amadeus J. Pickal, M. Bannert, Tilman Michaeli, Matthias Stadler, M. Fischer
Purpose To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education. Design/methodology/approach This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding. Findings The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding. Originality/value The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.
{"title":"Representational scaffolding in digital simulations – learning professional practices in higher education","authors":"F. Fischer, Elisabeth Bauer, T. Seidel, R. Schmidmaier, Anika Radkowitsch, B. Neuhaus, S. Hofer, D. Sommerhoff, S. Ufer, J. Kuhn, S. Küchemann, Michael Sailer, Jenna Koenen, M. Gartmeier, P. Berberat, Anne C. Frenzel, Nicole Heitzmann, D. Holzberger, J. Pfeffer, D. Lewalter, Frank Niklas, B. Schmidt-Hertha, M. Gollwitzer, Andreas Vorholzer, O. Chernikova, Christian Schons, Amadeus J. Pickal, M. Bannert, Tilman Michaeli, Matthias Stadler, M. Fischer","doi":"10.1108/ils-06-2022-0076","DOIUrl":"https://doi.org/10.1108/ils-06-2022-0076","url":null,"abstract":"\u0000Purpose\u0000To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.\u0000\u0000\u0000Design/methodology/approach\u0000This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.\u0000\u0000\u0000Findings\u0000The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.\u0000\u0000\u0000Originality/value\u0000The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82321378","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}
Purpose The study aims to explore the current experiences of Ukrainian adolescents affected by the Russia-Ukraine war. The study focused on the changes in adolescents’ lives caused by the war, adolescents’ emotional reactions to the disruptions caused by the war, coping strategies employed by adolescents in dealing with disruptions and the role of information technology in supporting new realities and coping strategies of adolescents. Design/methodology/approach This study relied on semi-structured interviews conducted on Zoom with 27 Ukrainian adolescents ages 10-18. Participants were recruited using the snowball sample and came from various regions of Ukraine. The interview notes and partial transcripts were analyzed using thematic analysis to identify the common and unique patterns in participant responses. Findings The interview data revealed the signs of traumatic experiences and various stages and methods of coping with them. Participants’ resilience was supported by external factors, including families, communities, continuous schooling, ability to talk to friends, information technology, as well as internal skills, including social competence, problem-solving, critical consciousness, autonomy and a sense of purpose. Participants shared specific recommendations for improving information platforms and online content, e.g. making them more accessible and affordable for Ukrainian users, improving content curation and personalization, creating and promoting Ukrainian content and others. Research limitations/implications Research relied on convenience sample of participants who had access to information communication technology (ICT), were aware and had an ability to participate. Field work is needed to reach out to participants without access to ICT. Practical implications This study contains broad recommendations for improving information technologies for the use of Ukrainian adolescents. Social implications This research offers three timely account of the first-hand experiences of Ukrainian adolescents affected by the Russia-Ukraine war and can inform future work aimed at improving life conditions for teen population. Originality/value This study relied on first-hand reports of Ukrainian adolescents’ experiences, feelings and coping strategies during the first three months of Russia-Ukraine war. The study applied war trauma and resilience frameworks to interpret the findings and translate some of the findings into practical recommendations for the information science community.
{"title":"Experiences of the Ukrainian adolescents during the Russia-Ukraine 2022 War","authors":"Irene Lopatovska, Kirtika Arora, Flita Veleny Fernandes, Anjali Rao, Simona Sivkoff-Livneh, B. Stamm","doi":"10.1108/ils-07-2022-0093","DOIUrl":"https://doi.org/10.1108/ils-07-2022-0093","url":null,"abstract":"\u0000Purpose\u0000The study aims to explore the current experiences of Ukrainian adolescents affected by the Russia-Ukraine war. The study focused on the changes in adolescents’ lives caused by the war, adolescents’ emotional reactions to the disruptions caused by the war, coping strategies employed by adolescents in dealing with disruptions and the role of information technology in supporting new realities and coping strategies of adolescents.\u0000\u0000\u0000Design/methodology/approach\u0000This study relied on semi-structured interviews conducted on Zoom with 27 Ukrainian adolescents ages 10-18. Participants were recruited using the snowball sample and came from various regions of Ukraine. The interview notes and partial transcripts were analyzed using thematic analysis to identify the common and unique patterns in participant responses.\u0000\u0000\u0000Findings\u0000The interview data revealed the signs of traumatic experiences and various stages and methods of coping with them. Participants’ resilience was supported by external factors, including families, communities, continuous schooling, ability to talk to friends, information technology, as well as internal skills, including social competence, problem-solving, critical consciousness, autonomy and a sense of purpose. Participants shared specific recommendations for improving information platforms and online content, e.g. making them more accessible and affordable for Ukrainian users, improving content curation and personalization, creating and promoting Ukrainian content and others.\u0000\u0000\u0000Research limitations/implications\u0000Research relied on convenience sample of participants who had access to information communication technology (ICT), were aware and had an ability to participate. Field work is needed to reach out to participants without access to ICT.\u0000\u0000\u0000Practical implications\u0000This study contains broad recommendations for improving information technologies for the use of Ukrainian adolescents.\u0000\u0000\u0000Social implications\u0000This research offers three timely account of the first-hand experiences of Ukrainian adolescents affected by the Russia-Ukraine war and can inform future work aimed at improving life conditions for teen population.\u0000\u0000\u0000Originality/value\u0000This study relied on first-hand reports of Ukrainian adolescents’ experiences, feelings and coping strategies during the first three months of Russia-Ukraine war. The study applied war trauma and resilience frameworks to interpret the findings and translate some of the findings into practical recommendations for the information science community.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"2 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78193903","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 : 2022-09-20DOI: 10.1108/ils-11-2021-0103
Yotam Hod, O. Sagy
Purpose Enculturation is a central and defining idea within socioculturally minded research that informs the design of school learning environments. Now, three decades since the idea has emerged in the field, the authors believe it is time to reflect on it because of several ambiguities that have emerged from its use, which is the purpose of this study Design/methodology/approach The authors carried out a metasynthesis of learning scientists’ school enculturation discourse. This included reviewing the concept within 84 articles found in six leading and relevant learning sciences journals. Findings This study’s findings show that school enculturation discourse is divided between those that view it unidirectionally, bidirectionally or both, and that three reifications of associated cultures (authentic, designed and traditional) together with various conduits frame the way learning environments are designed to facilitate enculturation. Research limitations/implications This metasynthesis can help advance sociocultural research in schools by clarifying the meaning and conceptualization of a central idea in the field. Practical implications This study can help teachers and educational researchers clarify the role that culture has in the designs of their learning environments. Social implications Culture is a vital facet of learning; designers of learning environments need to understand the way culture interplays with learning. Originality/value As this research shows, current school enculturation discourse is vague and often appears to be applied inconsistently. It is vital for any field to reflect on its own discourse to sharpen the conceptual tools that it uses so that it can advance.
{"title":"School enculturation discourse: a meta synthesis from research in the learning sciences","authors":"Yotam Hod, O. Sagy","doi":"10.1108/ils-11-2021-0103","DOIUrl":"https://doi.org/10.1108/ils-11-2021-0103","url":null,"abstract":"\u0000Purpose\u0000Enculturation is a central and defining idea within socioculturally minded research that informs the design of school learning environments. Now, three decades since the idea has emerged in the field, the authors believe it is time to reflect on it because of several ambiguities that have emerged from its use, which is the purpose of this study\u0000\u0000\u0000Design/methodology/approach\u0000The authors carried out a metasynthesis of learning scientists’ school enculturation discourse. This included reviewing the concept within 84 articles found in six leading and relevant learning sciences journals.\u0000\u0000\u0000Findings\u0000This study’s findings show that school enculturation discourse is divided between those that view it unidirectionally, bidirectionally or both, and that three reifications of associated cultures (authentic, designed and traditional) together with various conduits frame the way learning environments are designed to facilitate enculturation.\u0000\u0000\u0000Research limitations/implications\u0000This metasynthesis can help advance sociocultural research in schools by clarifying the meaning and conceptualization of a central idea in the field.\u0000\u0000\u0000Practical implications\u0000This study can help teachers and educational researchers clarify the role that culture has in the designs of their learning environments.\u0000\u0000\u0000Social implications\u0000Culture is a vital facet of learning; designers of learning environments need to understand the way culture interplays with learning.\u0000\u0000\u0000Originality/value\u0000As this research shows, current school enculturation discourse is vague and often appears to be applied inconsistently. It is vital for any field to reflect on its own discourse to sharpen the conceptual tools that it uses so that it can advance.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"24 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-09-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85074712","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 : 2022-09-15DOI: 10.1108/ils-01-2022-0003
A. Li, Luanne Sinnamon, Rick Kopak
Purpose The purpose of this study is to explore open data portals as data literacy learning environments. The authors examined the obstacles faced and strategies used by university students as non-expert open data portal users with different levels of data literacy, to inform the design of portals intended to scaffold informal and situated learning. Design/methodology/approach The authors conducted an observational user study, in which 14 student participants grouped by self-reported data literacy measures carried out assigned tasks in an open data portal. Data were collected through screen capture, think-aloud protocols and post-session interviews. Findings Participants experienced numerous challenges in finding and using data, with some variation shown between the different literacy groups. The higher data literacy group primarily faced challenges using unfamiliar tools, which may be addressed by improving system usability, while the lower data literacy group struggled due to gaps in basic understanding, which may be addressed by increasing point of need instruction and guidance. Participants used several learning strategies but primarily relied upon trial and error, which was less effective for low data literacy users. Originality/value This study is unique in comparing open data portal use among adult students across data literacy levels through an empirical user study. It contributes methodologically by proposing an instrument for data literacy assessment. It offers a novel perspective on information systems as sites for informal learning and skills development, beyond the immediate goals of system use, and offers concrete suggestions for the future design of open data portals for students and non-expert, citizen users.
{"title":"Exploring learning opportunities for students in open data portal use across data literacy levels","authors":"A. Li, Luanne Sinnamon, Rick Kopak","doi":"10.1108/ils-01-2022-0003","DOIUrl":"https://doi.org/10.1108/ils-01-2022-0003","url":null,"abstract":"\u0000Purpose\u0000The purpose of this study is to explore open data portals as data literacy learning environments. The authors examined the obstacles faced and strategies used by university students as non-expert open data portal users with different levels of data literacy, to inform the design of portals intended to scaffold informal and situated learning.\u0000\u0000\u0000Design/methodology/approach\u0000The authors conducted an observational user study, in which 14 student participants grouped by self-reported data literacy measures carried out assigned tasks in an open data portal. Data were collected through screen capture, think-aloud protocols and post-session interviews.\u0000\u0000\u0000Findings\u0000Participants experienced numerous challenges in finding and using data, with some variation shown between the different literacy groups. The higher data literacy group primarily faced challenges using unfamiliar tools, which may be addressed by improving system usability, while the lower data literacy group struggled due to gaps in basic understanding, which may be addressed by increasing point of need instruction and guidance. Participants used several learning strategies but primarily relied upon trial and error, which was less effective for low data literacy users.\u0000\u0000\u0000Originality/value\u0000This study is unique in comparing open data portal use among adult students across data literacy levels through an empirical user study. It contributes methodologically by proposing an instrument for data literacy assessment. It offers a novel perspective on information systems as sites for informal learning and skills development, beyond the immediate goals of system use, and offers concrete suggestions for the future design of open data portals for students and non-expert, citizen users.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"90 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89062862","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}
{"title":"Guest editorial: Beyond digital youth: understanding, supporting, and designing for young people’s digital experiences","authors":"K. Davis, Mega M. Subramaniam","doi":"10.1108/ils-07-2022-264","DOIUrl":"https://doi.org/10.1108/ils-07-2022-264","url":null,"abstract":"","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"5 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74391582","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 : 2022-08-02DOI: 10.1108/ils-03-2022-0024
Merijke Coenraad
Purpose Computing technology is becoming ubiquitous within modern society and youth use technology regularly for school, entertainment and socializing. Yet, despite societal belief that computing technology is neutral, the technologies of today’s society are rife with biases that harm and oppress populations that experience marginalization. While previous research has explored children’s values and perceptions of computing technology, few studies have focused on youth conceptualizations of this technological bias and their understandings of how computing technology discriminates against them and their communities. This paper aims to examine youth conceptualizations of inequities in computing technology. Design/methodology/approach This study analyzes a series of codesign sessions and artifacts partnering with eight black youth to learn about their conceptualizations of technology bias. Findings Without introduction, the youth demonstrated an awareness of visible negative impacts of technology and provided examples of this bias within their lives, but they did not have a formal vocabulary to discuss said bias or knowledge of biased technologies less visible to the naked eye. Once presented with common technological biases, the youth expanded their conceptualizations to include both visible and invisible biases. Originality/value This paper builds on the current body of literature around how youth view computing technology and provides a foundation to ground future pedagogical work around technological bias for youth.
{"title":"“That’s what techquity is”: youth perceptions of technological and algorithmic bias","authors":"Merijke Coenraad","doi":"10.1108/ils-03-2022-0024","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0024","url":null,"abstract":"\u0000Purpose\u0000Computing technology is becoming ubiquitous within modern society and youth use technology regularly for school, entertainment and socializing. Yet, despite societal belief that computing technology is neutral, the technologies of today’s society are rife with biases that harm and oppress populations that experience marginalization. While previous research has explored children’s values and perceptions of computing technology, few studies have focused on youth conceptualizations of this technological bias and their understandings of how computing technology discriminates against them and their communities. This paper aims to examine youth conceptualizations of inequities in computing technology.\u0000\u0000\u0000Design/methodology/approach\u0000This study analyzes a series of codesign sessions and artifacts partnering with eight black youth to learn about their conceptualizations of technology bias.\u0000\u0000\u0000Findings\u0000Without introduction, the youth demonstrated an awareness of visible negative impacts of technology and provided examples of this bias within their lives, but they did not have a formal vocabulary to discuss said bias or knowledge of biased technologies less visible to the naked eye. Once presented with common technological biases, the youth expanded their conceptualizations to include both visible and invisible biases.\u0000\u0000\u0000Originality/value\u0000This paper builds on the current body of literature around how youth view computing technology and provides a foundation to ground future pedagogical work around technological bias for youth.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"136 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86450553","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 : 2022-07-26DOI: 10.1108/ils-12-2021-0109
D. Silvis, Victor R. Lee, Jody Clarke-Midura, Jessica F. Shumway
Purpose Much remains unknown about how young children orient to computational objects and how we as learning scientists can orient to young children as computational thinkers. While some research exists on how children learn programming, very little has been written about how they learn the technical skills needed to operate technologies or to fix breakdowns that occur in the code or the machine. The purpose of this study is to explore how children perform technical knowledge in tangible programming environments. Design/methodology/approach The current study examines the organization of young children’s technical knowledge in the context of a design-based study of Kindergarteners learning to code using robot coding toys, where groups of children collaboratively debugged programs. The authors conducted iterative rounds of qualitative coding of video recordings in kindergarten classrooms and interaction analysis of children using coding robots. Findings The authors found that as children repaired bugs at the level of the program and at the level of the physical apparatus, they were performing essential technical knowledge; the authors focus on how demonstrating technical knowledge was organized pedagogically and collectively achieved. Originality/value Drawing broadly from studies of the social organization of technical work in professional settings, we argue that technical knowledge is easy to overlook but essential for learning to repair programs. The authors suggest how tangible programming environments represent pedagogically important contexts for dis-embedding young children’s essential technical knowledge from the more abstract knowledge of programming.
{"title":"The technical matters: young children debugging (with) tangible coding toys","authors":"D. Silvis, Victor R. Lee, Jody Clarke-Midura, Jessica F. Shumway","doi":"10.1108/ils-12-2021-0109","DOIUrl":"https://doi.org/10.1108/ils-12-2021-0109","url":null,"abstract":"\u0000Purpose\u0000Much remains unknown about how young children orient to computational objects and how we as learning scientists can orient to young children as computational thinkers. While some research exists on how children learn programming, very little has been written about how they learn the technical skills needed to operate technologies or to fix breakdowns that occur in the code or the machine. The purpose of this study is to explore how children perform technical knowledge in tangible programming environments.\u0000\u0000\u0000Design/methodology/approach\u0000The current study examines the organization of young children’s technical knowledge in the context of a design-based study of Kindergarteners learning to code using robot coding toys, where groups of children collaboratively debugged programs. The authors conducted iterative rounds of qualitative coding of video recordings in kindergarten classrooms and interaction analysis of children using coding robots.\u0000\u0000\u0000Findings\u0000The authors found that as children repaired bugs at the level of the program and at the level of the physical apparatus, they were performing essential technical knowledge; the authors focus on how demonstrating technical knowledge was organized pedagogically and collectively achieved.\u0000\u0000\u0000Originality/value\u0000Drawing broadly from studies of the social organization of technical work in professional settings, we argue that technical knowledge is easy to overlook but essential for learning to repair programs. The authors suggest how tangible programming environments represent pedagogically important contexts for dis-embedding young children’s essential technical knowledge from the more abstract knowledge of programming.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"83 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85822463","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：