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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.

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.

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.

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.

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.

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, libraries and schools have a responsibility to support individual digital and information literacy development, this study’s model highlights the need to recognize funds of knowledge, family resiliency and asset-based learning. Schools and teachers should identify and harness youth invisible work as a form of learning at home. The authors believe educators can do this by highlighting the importance of information problem solving in homes and youth in their families. Libraries and community centers also play a critical role in supporting parents and adults for technical assistance (e.g. WiFi access) and information resources.

This study’s work indicates new conditions fostering productive joint media engagement (JME) around OSB. This study contributes a generative understanding that promotes studying and designing for JME, where family responsibility is the focus.

Travel and tourism have had a long history in the Nordic countries, but research on tourism has a relatively short tradition in the region. Recently, academic interest in the Nordic tourism space has grown and diversified especially as a result of increasing numbers of academics and institutions involved with tourism geographies and studies and education in the region. The Nordic context has provided thematic focus areas for empirical studies that characterize tourism geographies in the region, with topics including nature-based tourism, utilization of wilderness areas, second-home and rural developments, impacts in peripheries, and tourism as a tool for regional development. In addition, there are emerging research themes outside of the traditional core topics, such as urban, events, and heritage tourism.

This chapter aims to familiarize the reader with some of the important aspects of tourism geography in the German-speaking countries. It starts with a primarily historical-genetic perspective on tourism development and the theoretical traditions associated with them. The second section describes the structure of the discipline, with a focus on the institutionalization of the field in the universities including their research specialization. The chapter maintains that tourism geography plays a marginal role compared with other subdisciplines of geography, though this is reflected primarily in its institutionalization and less so in the research undertaken. The last section deals with the current challenges and future prospects in German-speaking geographies of tourism from a problem-centered perspective.

This chapter discusses the main research interests and outputs in the various branches of geography that have influenced the study of tourism from a geographical perspective. It argues that the idiographic tradition has been transversal throughout, leading to the growing interest for tourism within the geography academic community in the last 10 years. There is a focus on the birth of specific research groups, mainly related to a constellation of new university curricula on tourism and—with few exceptions of territorial tradition—to an intermittent availability of public research funds. The chapter concludes with a more general picture of the place of tourism within the geography discipline in Italy and of evolving trends in terms of research results, dissemination, and evaluation.

This chapter reflects upon the trajectory of research in the geography of tourism in Spain. It begins with a review, including the evolution of the main topics present in the subdiscipline, with a special focus on developments since the 1990s. This is followed by an analysis of the current role and potential impact of academic tourism geography and a discussion on the recent growth in the publication of research results in international journals. Of importance are the institutional factors that explain the increasing recognition of research on the geography of tourism in Spain. Finally, the chapter discusses the hegemony of positivist approaches pivoting on land use, local and regional development, impact analysis, and landscape transformation, as well as the emerging links between Spanish tourism geography and the international mainstream schools of thought.

Depending on the research approach one uses, the development of particular bodies of knowledge over time is the result of a combination of agency, chance, opportunity, patronage, power, or structure. This particular account of the development of geographies of tourism stresses its place as understood within the context of different approaches, different research behaviors and foci, and its location within the wider research community and society. The chapter charts the development of different epistemological, methodological, and theoretical traditions over time, their rise and fall, and, in some cases, rediscovery. The chapter concludes that the marketization of academic production will have an increasingly important influence on the nature and direction of tourism geographies.

This chapter demonstrates that despite an unfavorable disciplinary climate for new academic subjects in France, tourism found its place in the French geographical scene almost 40 years ago. The first part traces the history of tourism in French geography until the epistemological turn due to the research laboratory MIT in the mid-1990s. It also focuses on the absence of knowledge of the Anglo-American literature and of multidisciplinarity in French research on tourism. The second part focuses on the valorization of tourism geography research in France, emphasizing the development of multidisciplinarity since the early 2000s, including the creation of a multi-disciplinary tourism laboratory and two journals. The chapter concludes reflecting on the possibility of a science of tourism.

The aim of this chapter is to provide a holistic overview of issues and topics regarding tourism geography in Greece: from its origins to its current situation. By following a historical tracking of tourism activities in this country and the growth of tourism geography as an academic domain at the university level, the main goal is to analyze the shift of academic research on tourism from geographical perspective, as presented in both the Greek and English language literature. The chapter concludes that there is a need for practical orientation and redefinition of typologies of tourism geographies in order to apply a more sustainable and cross-disciplinary approach in the academic discourse on Greek tourism.

The reflections in this chapter explore the genesis of tourism geography in the Netherlands and Belgium marked by political and linguistic constraints, plus historical, political, and cultural factors, as well as the footprints of some pioneers. The dual language use of French and Dutch/Flemish has often been offered as an excuse for the low profile of the region’s universities in international knowledge networks. However, thanks to the involvement in thematic networks and a growing pressure for researchers to publish internationally in peer-reviewed journals, the research landscape in tourism has definitely changed. Geographical and spatial approaches to tourism have led to a colorful research landscape today.