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New Library World
Number of Followers: 895  
 
Hybrid Journal Hybrid journal   * Containing 2 Open Access Open Access article(s) in this issue *
ISSN (Print) 0307-4803 - ISSN (Online) 2398-5348
Published by Emerald Homepage  [361 journals]
  • SCAFFOLDing all abilities into makerspaces: a design framework for
           universal, accessible and intersectionally inclusive making and learning

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      Authors: JooYoung Seo , Gabriela T. Richard
      Abstract: In response to the underexplored need for holistically inclusive makerspaces for learning, we put propose the “SCAFFOLD” framework, which considers equity, inclusion and accessibility in the design of spaces and activities for socioculturally diverse learners. This paper proposes a universal design (UD) framework that is intersectionally inclusive for learners with diverse needs in makerspaces and maker activities. This paper provides conjecture mapping to put forth theoretical and empirical arguments for the design of holistically inclusive makerspaces that consider gender equity and cultural inclusivity, as well as accessibility for diverse learners with divergent and unique abilities and dis/abilities. Combining related literature and three existing UD frameworks (i.e. UD, web accessibility and UD for learning) and prior research on equity and inclusivity in making, this paper proposes the integration of eight principles, which leverage individuals’ diverse abilities to become agentic makers: simplicity, collaboration, accessibility, flexibility, fail-safe, object-oriented, linkability and diversity. Researchers who have implemented conjecture maps (Lee et al., 2018) have found them to be useful for developing theory and learning designs grounded in research and practice. However, it should be noted that design research is iterative and contextual, and conjecture maps are effective in providing visibility and rigor, but are meant to be flexible and responsive to changes in context (Lee et al., 2018; Sandoval, 2014). This paper provides practical guidelines and principles for researchers, educators, instructional designers and product developers to assess and redesign makerspaces and activities that are intersectionally and universally inclusive, equitable and accessible.
      Citation: Information and Learning Sciences
      PubDate: 2021-11-01
      DOI: 10.1108/ILS-10-2020-0230
      Issue No: Vol. 122 , No. 11/12 (2021)
       
  • How do designers and engineers practice design while Making' A
           narrative inquiry of designers who Make

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      Authors: Avneet Hira , Morgan Hynes
      Abstract: The purpose of this paper is to understand how designers and engineers practice design while Making. Motivated by their roots in constructionist learning principles, Makerspaces are increasingly used as sites to learn design, especially in undergraduate engineering education programs. However, there has been little work on how trained designers Make and how design emerges in their Maker practices. In this paper, a conceptual framework is constructed to identify design practices within Making informed by theories of human-centered design and designerly ways of knowing. The framework is used to analyze narratives of ten experienced designers and Makers to understand how they enact design while they Make. The rich and compelling narratives of the participants support the proposed conceptual framework, providing qualitative evidence for how designers practice and know design while Making. This study also reports on a strong theme of realizing purpose and personal meaning while Making across the participants’ narratives that sheds light on the unique and educationally meaningful value of Making, as in Making being a venue for agentive constructivist learning. As an educationally meaningful practice, Making can be explored from several lenses, and this research solely uses a design lens. The motivations of the study are twofold. First, to understand how designers practice human-centered design and use design knowledge while Making. Second, to support the epistemological legitimacy of Maker knowledge by establishing connections with design knowledge. This paper contributes to the limited body of scholarly work to conceptualize experienced designers’ Maker practices. Work in this area can inform learning outcomes and performance expectations in educational settings.
      Citation: Information and Learning Sciences
      PubDate: 2021-10-29
      DOI: 10.1108/ILS-08-2020-0195
      Issue No: Vol. 122 , No. 11/12 (2021)
       
  • Epistemic beliefs and internet reliance – is algorithmic authority
           part of the picture'

         This is an Open Access Article Open Access Article

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      Authors: Tore Ståhl , Eero Sormunen , Marita Mäkinen
      Abstract: The internet and search engines dominate within people’s information acquisition, especially among the younger generations. Given this trend, this study aims to explore if information and communication technology (ICT) practices, internet reliance and views of knowledge and knowing, i.e. epistemic beliefs, interact with each other. Everyday practices and conceptions among beginning undergraduate students are studied as a challenge for higher education. The study builds upon survey-based quantitative data operationalising students’ epistemic beliefs, their internet reliance and their ICT practices. The survey items were used to compute subscales describing these traits, and the connections were explored using correlations analysis. The results suggest that the more beginning undergraduate students rely on internet-based information, the more they are inclined to epistemic beliefs where knowledge is regarded as certain, unchanging, unambiguous and as being handed down by some authority. The approach used in the study applies to the sample used, and further research is required to test the applicability of the approach on larger samples. The study highlights the risk of everyday information practices being transferred into the educational context. Ignorance of these changes may pose a risk for knowledge building on different educational levels and in a longer perspective, a threat to democracy. While there is some research on epistemic beliefs in relation to internet-based information, studies approaching the problem over a possible connection between epistemic beliefs and internet reliance are scarce. In addition, this study implies a conceptual bridge between epistemic beliefs and internet reliance over the concept of algorithmic authority.
      Citation: Information and Learning Sciences
      PubDate: 2021-09-13
      DOI: 10.1108/ILS-01-2021-0004
      Issue No: Vol. 122 , No. 11/12 (2021)
       
  • Assessing elementary students’ collaborative problem-solving in
           makerspace activities

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      Authors: Danielle Herro , Cassie Quigley , Oluwadara Abimbade
      Abstract: The purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and mathematics (STEAM)-related making and to garner students perspectives. We offer a valid way for researchers to understand collaborative processes and for educators to create opportunities for collaboration. Additionally, the feedback from the assessment offers students a way to reflect on their CPS skills. This qualitative study evaluated 52 elementary students’ CPS skills using co-measure, a validated rubric assessing students’ CPS when working in STEAM-related makerspace activities. Students worked in collaborative groups to “make” artifacts when solving a problem posed by their teacher. They were assessed using co-measure’s four dimensions: peer interactions, positive communication, inquiry rich/multiple paths and transdisciplinary approaches and scored via each dimension’s associated attributes. Student interviews provided their perspectives on CPS. A majority of students scored in the acceptable or proficient range in the social dimensions of peer interactions and positive communication. Students scored slightly lower on the cognitive dimensions of inquiry rich/multiple paths and markedly lower on transdisciplinary approaches when collaborating. Findings suggest to increase CPS skills, teachers might develop “making” activities fostering greater inquiry and model ways to strategize and verify information, approach the problem drawing on student interest and prior knowledge and collaboratively use tools, materials and methods that mimic the real world when problem-solving. Much of the current research on assessing CPS during making is in the early stages of considering appropriate assessment approaches, especially in schools. To expand this literature the study includes elementary students between the ages of 6-10, the focus is on assessing their collaboration using an observational rubric. The authors use preliminary findings from young children’s perspectives on making to position the future work.
      Citation: Information and Learning Sciences
      PubDate: 2021-09-09
      DOI: 10.1108/ILS-08-2020-0176
      Issue No: Vol. 122 , No. 11/12 (2021)
       
  • Building personas from phenomenography: a method for user-centered design
           in education

         This is an Open Access Article Open Access Article

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      Authors: Tra Huynh , Adrian Madsen , Sarah McKagan , Eleanor Sayre
      Abstract: Personas are lifelike characters that are driven by potential or real users’ personal goals and experiences when interacting with a product. Personas support user-centered design by focusing on real users’ needs. However, the use of personas in educational research and design requires certain adjustments from its original use in human-computer interface design. This paper aims to propose a process of creating personas from phenomenographic studies, which helps us create data-grounded personas effectively. Personas have features that can help address design problems in educational contexts. The authors compare the use of personas with other common methodologies in education research, including phenomenology and phenomenography. Then, this study presents a six-step process of building personas using phenomenographic study as follows: articulate a design problem, collect user data, assemble phenomenographic categories, build personas, check personas and solve the design problem using personas. The authors illustrate this process with two examples, including the redesign of a professional development website and an undergraduate research program design. The authors find that personas are valuable tools for educational design websites and programs. Phenomenography can productively help educational designers and researchers build sets of personas following the process the authors propose. The use and method of personas in educational contexts are scarce and vague. Using the example contexts, the authors provide educational designers and researchers a clear method of creating personas that are relatable and applicable for their design problems.
      Citation: Information and Learning Sciences
      PubDate: 2021-07-31
      DOI: 10.1108/ILS-12-2020-0256
      Issue No: Vol. 122 , No. 11/12 (2021)
       
  • Digital civic learning in schools: Youth perspectives and experiences

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      Authors: Daniela K. DiGiacomo
      Abstract: While living in the information age is not new, the continued spread of dis/mis/information in tandem with rising partisanship has made clear the educational need for robust and critical information and media literacy education (Bulger and Davison, 2018; Garcia et al., 2021; Reich, 2018; Wineburg and McGrew, 2016). Given that most young people (and adults) today get their information and news about the world through online sources, including social media (Pew Research Center, 2018; Garcia et al., 2021), it is imperative for the health of the American democracy that students’ school-based civic learning opportunities include digital civic learning, too. This paper aims to offer a study into one such schooling landscape in a large and diverse public school district in the USA. A mixed-method approach – including an online survey and face-to-face group interviews – was used to understand the opportunity landscape more broadly and glean insight into the texture and nuance of youth perspectives and experiences on digital civic learning. Analysis of data reveals a dearth of consistent and routine opportunities for digital civic learning within the Rio Public School District context. Empirical research that examines and makes visible students’ lived experiences and perspectives with digital civic information is essential if as educators and researchers, the authors are to successfully design for more and better of these experiences.
      Citation: Information and Learning Sciences
      PubDate: 2021-07-31
      DOI: 10.1108/ILS-01-2020-0013
      Issue No: Vol. 122 , No. 11/12 (2021)
       
  • Information and Learning Sciences

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