Pub Date : 2022-07-21DOI: 10.1108/ils-03-2022-0037
Sarah C Barriage
Purpose This study aims to explore young children’s information practices within the context of their individual interests, examining children’s interest-related information activities, challenges encountered and enablers received. Design/methodology/approach Participants included 18 children between five and seven years of age and their parents. Data were collected using a multi-stage participatory approach. Children shared their experiences via a book discussion, poster activity, participant-generated photography and a photo-elicitation interview. Parents provided information about family demographics and their perceptions of their children’s individual interests, information practices and digital media use via questionnaires. Data were analyzed using the constant comparative method. Findings Young children seek information via print and digital objects, other people and experiences, and use information by applying it to their activities and sharing information with others. Challenges to information activities include children’s own capabilities and skills, constraints of information sources and parental restrictions on their activities. Enablers include affordances of technology and parental support. Originality/value This study takes a holistic approach to understanding young children’s perspectives of their information activities, examining information use and sharing activities in addition to information seeking.
{"title":"Young children’s interest-driven information practices","authors":"Sarah C Barriage","doi":"10.1108/ils-03-2022-0037","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0037","url":null,"abstract":"\u0000Purpose\u0000This study aims to explore young children’s information practices within the context of their individual interests, examining children’s interest-related information activities, challenges encountered and enablers received.\u0000\u0000\u0000Design/methodology/approach\u0000Participants included 18 children between five and seven years of age and their parents. Data were collected using a multi-stage participatory approach. Children shared their experiences via a book discussion, poster activity, participant-generated photography and a photo-elicitation interview. Parents provided information about family demographics and their perceptions of their children’s individual interests, information practices and digital media use via questionnaires. Data were analyzed using the constant comparative method.\u0000\u0000\u0000Findings\u0000Young children seek information via print and digital objects, other people and experiences, and use information by applying it to their activities and sharing information with others. Challenges to information activities include children’s own capabilities and skills, constraints of information sources and parental restrictions on their activities. Enablers include affordances of technology and parental support.\u0000\u0000\u0000Originality/value\u0000This study takes a holistic approach to understanding young children’s perspectives of their information activities, examining information use and sharing activities in addition to information seeking.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"33 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82541226","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 : 2022-07-15DOI: 10.1108/ils-01-2022-0004
Jason C. Yip, Wendy Roldan, Carmen González, Laura R. Pina, M. Ruiz, Paola Vanegas
Purpose This study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other’s language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations. Design/methodology/approach For this study, the authors adhere to practices of a case study examination. This study’s participants included parents, grandparents and children aged 10–17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks. Findings From a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges. Research limitations/implications An intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study’s research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families. Practical implications Designers need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study’s model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work. Social implications The authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services,
{"title":"Youth invisible work: the sociocultural and collaborative processes of online search and brokering between adolescents and English-language learning families","authors":"Jason C. Yip, Wendy Roldan, Carmen González, Laura R. Pina, M. Ruiz, Paola Vanegas","doi":"10.1108/ils-01-2022-0004","DOIUrl":"https://doi.org/10.1108/ils-01-2022-0004","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the collaboration processes of immigrant families as they search for online information together. Immigrant English-language learning adults of lower socioeconomic status often work collaboratively with their children to search the internet. Family members rely on each other’s language and digital literacy skills in this collaborative process known as online search and brokering (OSB). While previous work has identified ecological factors that impact OSB, research has not yet distilled the specific learning processes behind such collaborations.\u0000\u0000\u0000Design/methodology/approach\u0000For this study, the authors adhere to practices of a case study examination. This study’s participants included parents, grandparents and children aged 10–17 years. Most adults were born in Mexico, did not have a college-degree, worked in service industries and represented a lower-SES population. This study conducted two to three separate in-home family visits per family with interviews and online search tasks.\u0000\u0000\u0000Findings\u0000From a case study analysis of three families, this paper explores the funds of knowledge, resilience, ecological support and challenges that children and parents face, as they engage in collaborative OSB experiences. This study demonstrates how in-home computer-supported collaborative processes are often informal, social, emotional and highly relevant to solving information challenges.\u0000\u0000\u0000Research limitations/implications\u0000An intergenerational OSB process is different from collaborative online information problem-solving that happens between classroom peers or coworkers. This study’s research shows how both parents and children draw on their funds of knowledge, resilience and ecological support systems when they search collaboratively, with and for their family members, to problem solve. This is a case study of three families working in collaboration with each other. This case study informs analytical generalizations and theory-building rather than statistical generalizations about families.\u0000\u0000\u0000Practical implications\u0000Designers need to recognize that children and youth are using the same tools as adults to seek high-level critical information. This study’s model suggests that if parents and children are negotiating information seeking with the same technology tools but different funds of knowledge, experience levels and skills, the presentation of information (e.g. online search results, information visualizations) needs to accommodate different levels of understanding. This study recommends designers work closely with marginalized communities through participatory design methods to better understand how interfaces and visuals can help accommodate youth invisible work.\u0000\u0000\u0000Social implications\u0000The authors have demonstrated in this study that learning and engaging in family online searching is not only vital to the development of individual and digital literacy skills, it is a part of family learning. While community services, ","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"2014 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88030152","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 : 2022-07-15DOI: 10.1108/ils-03-2022-0023
Ekta Shokeen, Nihal Katirci, Caro Williams-Pierce, Elizabeth M. Bonsignore
Purpose This study aims to understand children’s sketching behavior while they engage in interest-driven design activities. Particularly, the authors examine their information sharing practices and the learning opportunities that may occur when they engage in a sketching activity. Design/methodology/approach The data collection is based on a participatory design approach, cooperative inquiry. For analysis, the authors used the ethnographic case study approach, which allowed us to consider the particularity and complexity of sketching and its affordances within each distinct design activity. Findings The authors found children share information about their expectations, experiences, beliefs and knowledge via their sketches. Additionally, through sketching activities, they were engaged in multiple learning opportunities including how to label sketches, build on ideas, sketch in collaboration and innovate on ideas. Research limitations/implications The findings demonstrate sketching can be used to gather information about the broader contexts of children’s lives which can be leveraged to identify their needs and improve the design of future technologies for children. Additionally, participating in sketching gives children opportunities to develop their sketching skills, a useful multimodal skillset for both design and personal expression. Originality/value This empirical research is original in its context of focusing on children sketching experiences in an interest-driven design environment occurring virtually in the informal setting of a library.
{"title":"Children learning to sketch: sketching to learn","authors":"Ekta Shokeen, Nihal Katirci, Caro Williams-Pierce, Elizabeth M. Bonsignore","doi":"10.1108/ils-03-2022-0023","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0023","url":null,"abstract":"\u0000Purpose\u0000This study aims to understand children’s sketching behavior while they engage in interest-driven design activities. Particularly, the authors examine their information sharing practices and the learning opportunities that may occur when they engage in a sketching activity.\u0000\u0000\u0000Design/methodology/approach\u0000The data collection is based on a participatory design approach, cooperative inquiry. For analysis, the authors used the ethnographic case study approach, which allowed us to consider the particularity and complexity of sketching and its affordances within each distinct design activity.\u0000\u0000\u0000Findings\u0000The authors found children share information about their expectations, experiences, beliefs and knowledge via their sketches. Additionally, through sketching activities, they were engaged in multiple learning opportunities including how to label sketches, build on ideas, sketch in collaboration and innovate on ideas.\u0000\u0000\u0000Research limitations/implications\u0000The findings demonstrate sketching can be used to gather information about the broader contexts of children’s lives which can be leveraged to identify their needs and improve the design of future technologies for children. Additionally, participating in sketching gives children opportunities to develop their sketching skills, a useful multimodal skillset for both design and personal expression.\u0000\u0000\u0000Originality/value\u0000This empirical research is original in its context of focusing on children sketching experiences in an interest-driven design environment occurring virtually in the informal setting of a library.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"19 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90962499","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 : 2022-07-08DOI: 10.1108/ils-03-2022-0030
Ellen Middaugh, Sherry Bell, Mariah Kornbluh
Purpose In response to concerns about fake news (Allcott et al., 2019) and polarization (Wollebaek et al., 2019), youth media literacy interventions have emerged to teach strategies for assessing credibility of online news (McGrew et al., 2018) and producing media to mobilize others for civic goals (Kahne et al., 2016). However, in light of evidence that practices learned in classroom contexts do not reliably translate to the context of sharing social media (Middaugh, 2018), this study aims to provide a better understanding of youth social media practices needed to design meaningful and relevant educational experiences. Design/methodology/approach Semistructured interviews with a think-aloud component were conducted with a diverse sample of 18 California youth (15–24) to learn about factors that guide behavior as they access, endorse, share, comment and produce civic media. Findings Findings suggest a shift toward reliance on incidental exposure and noninstitutional sources when accessing information and a tendency toward endorsement and circulation of posts (vs producing original posts) when engaging with civic issues on social media. As participants engaged in these practices, they not only applied judgments of credibility and civic impact but also concerned for personal relevance, relational considerations and fit with internet culture. Originality/value The authors recommend moving beyond models that reflect linear processes of effortful search, credibility analysis and production. Instead, the authors propose a new dynamic model of civic media literacy in which youth apply judgments of credibility, relational considerations, relevance to lived experience, civic impact and fit with internet culture as they receive, endorse, share, comment on and produce media in a nonlinear fashion.
{"title":"Think before you share: building a civic media literacy framework for everyday contexts","authors":"Ellen Middaugh, Sherry Bell, Mariah Kornbluh","doi":"10.1108/ils-03-2022-0030","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0030","url":null,"abstract":"\u0000Purpose\u0000In response to concerns about fake news (Allcott et al., 2019) and polarization (Wollebaek et al., 2019), youth media literacy interventions have emerged to teach strategies for assessing credibility of online news (McGrew et al., 2018) and producing media to mobilize others for civic goals (Kahne et al., 2016). However, in light of evidence that practices learned in classroom contexts do not reliably translate to the context of sharing social media (Middaugh, 2018), this study aims to provide a better understanding of youth social media practices needed to design meaningful and relevant educational experiences.\u0000\u0000\u0000Design/methodology/approach\u0000Semistructured interviews with a think-aloud component were conducted with a diverse sample of 18 California youth (15–24) to learn about factors that guide behavior as they access, endorse, share, comment and produce civic media.\u0000\u0000\u0000Findings\u0000Findings suggest a shift toward reliance on incidental exposure and noninstitutional sources when accessing information and a tendency toward endorsement and circulation of posts (vs producing original posts) when engaging with civic issues on social media. As participants engaged in these practices, they not only applied judgments of credibility and civic impact but also concerned for personal relevance, relational considerations and fit with internet culture.\u0000\u0000\u0000Originality/value\u0000The authors recommend moving beyond models that reflect linear processes of effortful search, credibility analysis and production. Instead, the authors propose a new dynamic model of civic media literacy in which youth apply judgments of credibility, relational considerations, relevance to lived experience, civic impact and fit with internet culture as they receive, endorse, share, comment on and produce media in a nonlinear fashion.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"31 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79236415","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 : 2022-06-30DOI: 10.1108/ils-03-2022-0029
A. Keune, K. Peppler, M. Dahn
Purpose In contrast to traditional portfolio practices that focus on the individual, this paper aims to reenvision portfolio practices to encompass sociocultural aspects of learning by considering how young makers, both in- and out-of-school, imbue digital cultural practices into the documenting and showcasing of their work, as well as observe the extent to which their portfolios are used to build community inside and outside their local settings. Design/methodology/approach Drawing from a connected learning approach, the authors engaged in qualitative and ethnographic study of youth’s digital maker portfolios in an out-of-school and a school-based makerspace. Through qualitative and thematic coding of portfolio walkthroughs, the authors identified four underlying characteristics within portfolio artifacts (i.e. personal and shared projects) and capturing practices (i.e. personal and shared capturing practices) that differently presented projects. Findings The analysis showed that portfolios that included shared productions and shared portfolios (i.e. projects and portfolios contributed to by more than one youth) and that were shared in open-ended ways across communities valued connected learning principles. These connected portfolios made community building within and beyond maker-educational communities of the young makers possible. In particular, openly shared and collaboratively captured work showed individual achievements (e.g. projects and techniques) and made visible connective and social engagement (e.g. opportunities for feedback and refinement, possibilities to narrate work to multiple audiences). Originality/value This paper has implications for the design of portfolio assessment in makerspaces and expands the role of portfolios as a way to capture individual and cognitive achievements alone toward connected community-building opportunities for youth as well as maker-centered settings within and beyond the youth’s local maker-centered settings.
{"title":"Connected portfolios: open assessment practices for maker communities","authors":"A. Keune, K. Peppler, M. Dahn","doi":"10.1108/ils-03-2022-0029","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0029","url":null,"abstract":"\u0000Purpose\u0000In contrast to traditional portfolio practices that focus on the individual, this paper aims to reenvision portfolio practices to encompass sociocultural aspects of learning by considering how young makers, both in- and out-of-school, imbue digital cultural practices into the documenting and showcasing of their work, as well as observe the extent to which their portfolios are used to build community inside and outside their local settings.\u0000\u0000\u0000Design/methodology/approach\u0000Drawing from a connected learning approach, the authors engaged in qualitative and ethnographic study of youth’s digital maker portfolios in an out-of-school and a school-based makerspace. Through qualitative and thematic coding of portfolio walkthroughs, the authors identified four underlying characteristics within portfolio artifacts (i.e. personal and shared projects) and capturing practices (i.e. personal and shared capturing practices) that differently presented projects.\u0000\u0000\u0000Findings\u0000The analysis showed that portfolios that included shared productions and shared portfolios (i.e. projects and portfolios contributed to by more than one youth) and that were shared in open-ended ways across communities valued connected learning principles. These connected portfolios made community building within and beyond maker-educational communities of the young makers possible. In particular, openly shared and collaboratively captured work showed individual achievements (e.g. projects and techniques) and made visible connective and social engagement (e.g. opportunities for feedback and refinement, possibilities to narrate work to multiple audiences).\u0000\u0000\u0000Originality/value\u0000This paper has implications for the design of portfolio assessment in makerspaces and expands the role of portfolios as a way to capture individual and cognitive achievements alone toward connected community-building opportunities for youth as well as maker-centered settings within and beyond the youth’s local maker-centered settings.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"74 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78762538","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 : 2022-06-23DOI: 10.1108/ils-03-2022-0025
C. Andersson
Purpose The purpose of this paper is to investigate the role of smartphones among young people in everyday life, focusing on the activity of online search. This paper addresses the following research questions: What framings of the smartphone can be identified in the way that young people use, and describe, smartphones? What is the role of online search within these framings? By elucidating framings of the smartphone, this paper also seeks to discuss why and how smartphone use becomes contested in various contexts and situations. Design/methodology/approach The material has been produced through ethnographic fieldwork. Focus groups and observations have been carried out with teenagers, age 13–16 years, in three schools in Sweden. In total, 39 pupils participated in the focus groups. Interviews, classroom observations and go-alongs have also been performed. Findings In this study, three framings of the smartphone are identified: the entertainment framing, the easy-access framing and the challenging co-presence framing. The framings highlight the way that both the smartphone and online search is viewed, and carried out, in various situations. The smartphone is primarily viewed as a tool for entertainment, by adults and young people alike, yet the findings illustrate that the smartphone is used for more activates than what is immediately apparent. Research limitations/implications This study contributes to the field interested in bridging the gap between in-school teachings of information literacies and out-of-school activities by showing how online search happens in various situations. Also, to the field concerned with people’s use of general web search engines in everyday life. Originality/value This paper explores the relation between online search and smartphones, a topic which has not been in focus in previous research. The topics of online search and smartphone use have primarily been researched separately but are here researched in conjunction.
{"title":"Smartphones and online search: shifting frames in the everyday life of young people","authors":"C. Andersson","doi":"10.1108/ils-03-2022-0025","DOIUrl":"https://doi.org/10.1108/ils-03-2022-0025","url":null,"abstract":"\u0000Purpose\u0000The purpose of this paper is to investigate the role of smartphones among young people in everyday life, focusing on the activity of online search. This paper addresses the following research questions: What framings of the smartphone can be identified in the way that young people use, and describe, smartphones? What is the role of online search within these framings? By elucidating framings of the smartphone, this paper also seeks to discuss why and how smartphone use becomes contested in various contexts and situations.\u0000\u0000\u0000Design/methodology/approach\u0000The material has been produced through ethnographic fieldwork. Focus groups and observations have been carried out with teenagers, age 13–16 years, in three schools in Sweden. In total, 39 pupils participated in the focus groups. Interviews, classroom observations and go-alongs have also been performed.\u0000\u0000\u0000Findings\u0000In this study, three framings of the smartphone are identified: the entertainment framing, the easy-access framing and the challenging co-presence framing. The framings highlight the way that both the smartphone and online search is viewed, and carried out, in various situations. The smartphone is primarily viewed as a tool for entertainment, by adults and young people alike, yet the findings illustrate that the smartphone is used for more activates than what is immediately apparent.\u0000\u0000\u0000Research limitations/implications\u0000This study contributes to the field interested in bridging the gap between in-school teachings of information literacies and out-of-school activities by showing how online search happens in various situations. Also, to the field concerned with people’s use of general web search engines in everyday life.\u0000\u0000\u0000Originality/value\u0000This paper explores the relation between online search and smartphones, a topic which has not been in focus in previous research. The topics of online search and smartphone use have primarily been researched separately but are here researched in conjunction.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"30 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85396859","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 : 2022-06-10DOI: 10.1108/ils-02-2022-0022
Priya C. Kumar, Virginia L. Byrne
Purpose Existing privacy-related educational materials are not situated in privacy theory, making it hard to understand what specifically children learn about privacy. This study aims, to offer learning objectives and guidance grounded in theories of privacy and learning to serve as a foundation for privacy literacy efforts. Design/methodology/approach This article reviews theories of privacy and literacy as social practices and uses these insights to contribute a set of learning objectives for privacy education called the 5Ds of privacy literacy. Findings This article connects the 5Ds of privacy literacy with existing curricular standards and offers guidance for using the 5Ds to create educational efforts for preteens grounded in theories of sociocultural learning. Practical implications Learning scientists, instructional designers and privacy educators can use the 5Ds of privacy literacy to develop educational programs that help children hone their ability to enact appropriate information flows. Social implications Current approaches to privacy education treat privacy as something people need to protect from the incursions of technology, but the authors believe the 5Ds of privacy literacy can redefine privacy – for children and adults alike – as something people experience with the help of technology. Originality/value This study uniquely integrates theories of privacy and learning into an educational framework to guide privacy literacy pedagogy.
{"title":"The 5Ds of privacy literacy: a framework for privacy education","authors":"Priya C. Kumar, Virginia L. Byrne","doi":"10.1108/ils-02-2022-0022","DOIUrl":"https://doi.org/10.1108/ils-02-2022-0022","url":null,"abstract":"\u0000Purpose\u0000Existing privacy-related educational materials are not situated in privacy theory, making it hard to understand what specifically children learn about privacy. This study aims, to offer learning objectives and guidance grounded in theories of privacy and learning to serve as a foundation for privacy literacy efforts.\u0000\u0000\u0000Design/methodology/approach\u0000This article reviews theories of privacy and literacy as social practices and uses these insights to contribute a set of learning objectives for privacy education called the 5Ds of privacy literacy.\u0000\u0000\u0000Findings\u0000This article connects the 5Ds of privacy literacy with existing curricular standards and offers guidance for using the 5Ds to create educational efforts for preteens grounded in theories of sociocultural learning.\u0000\u0000\u0000Practical implications\u0000Learning scientists, instructional designers and privacy educators can use the 5Ds of privacy literacy to develop educational programs that help children hone their ability to enact appropriate information flows.\u0000\u0000\u0000Social implications\u0000Current approaches to privacy education treat privacy as something people need to protect from the incursions of technology, but the authors believe the 5Ds of privacy literacy can redefine privacy – for children and adults alike – as something people experience with the help of technology.\u0000\u0000\u0000Originality/value\u0000This study uniquely integrates theories of privacy and learning into an educational framework to guide privacy literacy pedagogy.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"32 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90497141","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 : 2022-05-17DOI: 10.1108/ils-09-2021-0079
Tze Wei Liew, Su-Mae Tan, S. N. Kew
Purpose This study aims to examine if a pedagogical agent’s expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning environment than expressed happiness. Design/methodology/approach A between-subjects experiment was conducted in which learners engaged with a multimedia learning material that taught programming algorithms, featuring a pedagogical agent who expressed anger or happiness as a feedback cue in response to the learners’ prior performance. Learners completed a self-reported scale and post-test for measuring mental effort and learning performance, respectively. Findings Female learners reported higher mental effort and had better learning performance when the pedagogical agent expressed anger than happiness. Male learners reported marginally lower mental effort when the pedagogical agent expressed anger than happiness. Originality/value This study focuses on a pedagogical agent’s expressed emotion as social information to learners. Extending from research advocating a pedagogical agent’s positive emotional expression, this study highlights the potential benefits of a pedagogical agent’s negative emotional expression, such as anger, as a cue for learners to enhance learning effort and performance in a multimedia learning environment.
{"title":"Can an angry pedagogical agent enhance mental effort and learning performance in a multimedia learning environment?","authors":"Tze Wei Liew, Su-Mae Tan, S. N. Kew","doi":"10.1108/ils-09-2021-0079","DOIUrl":"https://doi.org/10.1108/ils-09-2021-0079","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine if a pedagogical agent’s expressed anger, when framed as a feedback cue, can enhance mental effort and learning performance in a multimedia learning environment than expressed happiness.\u0000\u0000\u0000Design/methodology/approach\u0000A between-subjects experiment was conducted in which learners engaged with a multimedia learning material that taught programming algorithms, featuring a pedagogical agent who expressed anger or happiness as a feedback cue in response to the learners’ prior performance. Learners completed a self-reported scale and post-test for measuring mental effort and learning performance, respectively.\u0000\u0000\u0000Findings\u0000Female learners reported higher mental effort and had better learning performance when the pedagogical agent expressed anger than happiness. Male learners reported marginally lower mental effort when the pedagogical agent expressed anger than happiness.\u0000\u0000\u0000Originality/value\u0000This study focuses on a pedagogical agent’s expressed emotion as social information to learners. Extending from research advocating a pedagogical agent’s positive emotional expression, this study highlights the potential benefits of a pedagogical agent’s negative emotional expression, such as anger, as a cue for learners to enhance learning effort and performance in a multimedia learning environment.\u0000","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"65 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2022-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91084542","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 : 2022-05-17DOI: 10.1108/ils-11-2021-0096
Irene Lopatovska, Radhika Garg, Olivia Turpin, Jihye Yoon, Laura Vroom, Diedre Brown
Purpose This study aimed to understand adolescents’ experiences, negative feelings and coping mechanisms associated with the major disruption caused by the COVID-19 pandemic. The purpose of this study was to develop a baseline for understanding adolescents and their environment to assist future developments of technological and other solutions to mitigate adolescents’ loneliness, improve their wellbeing and strengthen their resilience. Design/methodology/approach The data about adolescents’ experiences during the COVID-19 pandemic was collected through virtual interviews conducted via Zoom. A total of 39 adolescents (aged 12 through 18 years) primarily from the North East of the USA participated in the study. The transcripts of the interviews were analyzed using thematic analysis. Findings This study found evidence of negative disruptions to adolescents’ social, learning and emotional routines. This study also found that in dealing with the effects of COVID-19 disruption, most of the participants exhibited five key attributes of individual resilience, including social competence, problem-solving, critical consciousness, autonomy and a sense of purpose. External factors supporting resilience were also mentioned, including technology resources, family, school and broader community. Originality/value This study relied on first-hand adolescents’ reports of their experiences, feelings and coping strategies during the pandemic. This study applied a resilience framework to interpret the findings and translate them into recommendations for further development of support systems for adolescents.
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Pub Date : 2022-03-29DOI: 10.1108/ils-08-2020-0182
Edwin Chng, M. Seyam, William Yao, Bertrand Schneider
Purpose This study aims to uncover divergent collaboration in makerspaces using social network analysis to examine ongoing social relations and sequential data pattern mining to invesitgate temporal changes in social activities. Design/methodology/approach While there is a significant body of qualitative work on makerspaces, there is a lack of quantitative research identifying productive interactions in open-ended learning environments. This study explores the use of high frequency sensor data to capture divergent collaboration in a semester-long makerspace course, where students support each other while working on different projects. Findings The main finding indicates that students who diversely mix with others performed better in a semester-long course. Additional results suggest that having a certain balance of working individually, collaborating with other students and interacting with instructors maximizes performance, provided that sufficient alone time is committed to develop individual technical skills. Research limitations/implications These discoveries provide insight into how productive makerspace collaboration can occur within the framework of Divergent Collaboration Learning Mechanisms (Tissenbaum et al., 2017). Practical implications Identifying the diversity and sequence of social interactions could also increase instructor awareness of struggling students and having this data in real-time opens new doors for identifying (un)productive behaviors. Originality/value The contribution of this study is to explore the use of a sensor-based, data-driven, longitudinal approach in an ecologically valid setting to understand divergent collaboration in makerspaces. Finally, this study discusses how this work represents an initial step toward quantifying and supporting productive interactions in project-based learning environments.
本研究旨在利用社会网络分析来考察持续的社会关系，并利用序列数据模式挖掘来考察社会活动的时间变化，揭示创客空间中的发散性协作。设计/方法论/方法虽然有大量关于创客空间的定性研究，但缺乏确定开放式学习环境中富有成效的互动的定量研究。本研究探讨了在一个学期的创客空间课程中使用高频传感器数据来捕捉发散性协作，学生们在不同的项目中相互支持。主要的发现表明，在一个学期的课程中，与其他学生进行多样化交流的学生表现得更好。其他研究结果表明，如果有足够的独处时间来发展个人技术技能，那么在单独学习、与其他学生合作以及与教师互动之间取得一定的平衡，就能最大限度地提高成绩。研究局限/启示这些发现为在发散式协作学习机制的框架内如何实现富有成效的创客空间协作提供了洞见(Tissenbaum et al.， 2017)。实际意义识别社会互动的多样性和顺序也可以提高教师对挣扎学生的认识，实时拥有这些数据为识别(非)生产性行为打开了新的大门。原创性/价值本研究的贡献在于探索在生态有效的环境中使用基于传感器的、数据驱动的纵向方法来理解创客空间中的发散性合作。最后，本研究讨论了这项工作如何代表了在基于项目的学习环境中量化和支持富有成效的互动的第一步。
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