Search results

1 – 2 of 2
To view the access options for this content please click here
Article
Publication date: 1 June 2015

Netta Iivari, Marianne Kinnula and Leena Kuure

Children have been recognized as an important user group for information and communication technology (ICT) and methods for involving them in ICT design have already been…

Abstract

Purpose

Children have been recognized as an important user group for information and communication technology (ICT) and methods for involving them in ICT design have already been devised. However, there is a lack of research on children’s genuine or authentic participation in ICT design as well as a lack of critical research scrutinizing how “children” and “their participation” actually end up constructed in ICT design. The paper aims to discuss these issues.

Design/methodology/approach

An intervention involving children in ICT design following the research strategy of nexus analysis was implemented. A qualitative data archive of this intervention is examined through a Foucauldian lens.

Findings

The study reveals that numerous discourses were relied on when talking about “children” and “their participation” in the case project: the discourses of participation, equality, domination, segregation, rebellion, and patronization were identified. Moreover, “children” were constructed as equal partners and influential, but also as ignorant, ignored, silent, and silencing each other. Some of the findings are in line with the existing ICT literature on the matter, others even with the literature on genuine participation of children. However, children and their participation were also constructed as “problematic” in many senses.

Research limitations/implications

The study contributes to and opens up avenues for critical research on genuine participation of users, especially children.

Practical implications

Practical suggestions for researchers interested in participation of children in ICT design are provided.

Originality/value

While research literature offers an abundance of best practices and an idealized view on children and their participation, this study shows the multitude of challenges involved and discourses circulating around.

Details

Information Technology & People, vol. 28 no. 2
Type: Research Article
ISSN: 0959-3845

Keywords

Content available
Article
Publication date: 31 May 2021

Anna-Maija Multas and Noora Hirvonen

This study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a…

Abstract

Purpose

This study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a health-related information creation process.

Design/methodology/approach

This study draws upon socially oriented information literacy research and nexus analysis as its methodological framework. Data, including YouTube videos, theme interviews and video diaries, were collected with three Finnish video bloggers and qualitatively analysed using nexus analytical concepts to describe the central elements of social action.

Findings

The study shows that video bloggers employ several information practices during the information creation process, including planning, information-seeking, organization, editing and presentation of information. They construct their cognitive authority in relation to their anticipated audience by grounding it on different types of information: experience-based, embodied and scientific. Trustworthiness, emphasized with authenticity and genuineness, and competence, based on experience, expertise and second-hand information, were recognized as key components of credibility in this context.

Originality/value

This study increases the understanding of the complex ways in which young people create information on social media and influence their audiences. The study contributes to information literacy research by offering insights into the under-researched area of information creation. It is among the few studies to examine cognitive authority construction in the information creation process. The notion of authority as constructed through trustworthiness and competence and grounded on different types of information, can be taken into account in practice by information professionals and educators when planning information literacy instruction.

Details

Journal of Documentation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0022-0418

Keywords

1 – 2 of 2