College of Information Studies

Permanent URI for this communityhttp://hdl.handle.net/1903/1631

The collections in this community comprise faculty research works, as well as graduate theses and dissertations.

Browse

Subject: search.filters.subject.inclusion

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Exploring Challenges to Inclusion in Participatory Design From the Perspectives of Global North Practitioners
    (Association for Computer Machinery (ACM), 2023-04) Elsayed-Ali, Salma; Bonsignore, Elizabeth; Chan, Joel
    Participatory Design (PD) aims to promote inclusivity by involving users throughout the design process. However, Human-Computer Interaction (HCI) and social computing research have pointed to instances where PD as practiced can, paradoxically, be exclusive. We aim to understand some of the challenges that could lead to exclusivity in order to design more inclusive PD practices. To investigate this, we conducted interviews with ten expert PD practitioners based in the Global North whose focus is on inclusion. Synthesizing practitioners’ accounts, we advance understandings of challenges surrounding: 1) instantiating shared spaces that empower partners; 2) developing common ground among stakeholders; and 3) balancing funding needs with open-ended PD. We contribute theoretical and empirical insights into these challenges and close by articulating potential implications for addressing these challenges to inclusion in PD.
  • Thumbnail Image
    Item
    THE QUEST FOR I-LITERACY: IDENTIFYING AND ADDRESSING GAPS IN INFORMATION LITERACY EDUCATION IN INFORMATION SCIENCE UNDERGRADUATE PROGRAMS
    (2022) Douglass, Courtney L.; Jaeger, Paul; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Information scholars, educators and librarians have grappled with defining the concept of information literacy for decades – at least as far back as the 1970’s – with the most prominent common thread being as a set of skills. In pedagogy and practice, what higher education currently calls information literacy is delivered more akin to research skills or the ability to effectively conduct and share research in its myriad forms. It is problematic that for so long the emphasis on research and academic skills has wholly devalued those sources deemed non-traditional by academic measures, including popular sources, pop-culture entertainment, and the power of observation. Ironically this emphasis on academic research skills diminishes the extreme societal impact non-traditional sources and stories have had throughout the information age in which we currently find ourselves. In this dissertation, I provide a curriculum map for the required courses in five Undergraduate Information Science Programs, with the dual purpose of aligning instruction practices and gaps with the aforementioned impacts as they determine what information literacy should mean, and encouraging iSchools to adopt and promote a socially constructed model of information literacy, which I am terming i-Literacy. This study demonstrates how iSchool undergraduate programs emphasize understanding that different information mediums are required based on audience, user needs, and the information problem, but may not highlight social and civic responsibility with information use and sharing. The map also shows a strong alignment between the seemingly antiquated ‘Bibliographic Instruction’ practices from the 1980’s and 90’s, and the current pedagogy based on the ACRL Framework.