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Authors:Ha Nguyen, Prasina Parameswaran Abstract: 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. 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. 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. 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. Citation: Information and Learning Sciences PubDate: 2023-06-06 DOI: 10.1108/ILS-02-2023-0016 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Ha Nguyen, John Lopez, Bruce Homer, Alisha Ali, June Ahn Abstract: 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. 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. 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. 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. Citation: Information and Learning Sciences PubDate: 2023-04-04 DOI: 10.1108/ILS-10-2022-0116 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Ekta Shokeen, David Weintrop, Anthony James Pellicone, Peter Francis Moon, Diane Ketelhut, Michel Cukier, Jandelyn Dawn Plane Abstract: 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. 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. 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. 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. This empirical study is original in its context of studying the phenomenon of perplexity in videogames and young players’ in-game reflection experiences. Citation: Information and Learning Sciences PubDate: 2023-03-31 DOI: 10.1108/ILS-10-2022-0112 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Bernadette M. Guirguis, Negmeldin Alsheikh Abstract: 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. 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. 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. 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. 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. 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. Citation: Information and Learning Sciences PubDate: 2023-03-06 DOI: 10.1108/ILS-09-2022-0107 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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Authors:Nate Turcotte, Ty Hollett Abstract: 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. 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. 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. 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. Citation: Information and Learning Sciences PubDate: 2023-02-28 DOI: 10.1108/ILS-06-2022-0084 Issue No:Vol. ahead-of-print, No. ahead-of-print (2023)
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