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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.

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.

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.

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.

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.

Computing technology is becoming ubiquitous within modern society and youth use technology regularly for school, entertainment and socializing. Yet, despite societal belief that computing technology is neutral, the technologies of today’s society are rife with biases that harm and oppress populations that experience marginalization. While previous research has explored children’s values and perceptions of computing technology, few studies have focused on youth conceptualizations of this technological bias and their understandings of how computing technology discriminates against them and their communities. This paper aims to examine youth conceptualizations of inequities in computing technology.

This study analyzes a series of codesign sessions and artifacts partnering with eight black youth to learn about their conceptualizations of technology bias.

Without introduction, the youth demonstrated an awareness of visible negative impacts of technology and provided examples of this bias within their lives, but they did not have a formal vocabulary to discuss said bias or knowledge of biased technologies less visible to the naked eye. Once presented with common technological biases, the youth expanded their conceptualizations to include both visible and invisible biases.

This paper builds on the current body of literature around how youth view computing technology and provides a foundation to ground future pedagogical work around technological bias for youth.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.