Preliminary Conference Agenda

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This agenda is preliminary and subject to change.

Session Overview
Completed Papers 7: Digital Youth, Information Education
Friday, 24/Mar/2017:
8:30am - 10:00am

Session Chair: Ross Todd, Rutgers University
Location: Hankou Hall
Location: Third Floor Capacity: 60 Size: 73㎡

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From Kids to Geeks: Consequential Transitions and Mediators of Learning in Computer Gaming

Yong Ming Kow

City University of Hong Kong, Hong Kong S.A.R. (China)

Previous studies in youth learning have mostly examined practices that were bounded within a predetermined context. But learning is also a lifelong endeavor, in which the learners’ developmental trajectories may be continuously formulated, supported, and cumulative across multiple formal and informal contexts. In this paper, I make use of the concept of consequential transition to examine personalized and long-term learning among 24 “elite” gamers. I conducted in-depth interviews with each of these participants, and asked questions regarding their learning experiences growing up with video games. I identified a series of personally meaningful transitions that had taken place in their homes, in schools, and within communities. I found that long-term consequences of learning go beyond cognitive development and include cultivation of social networks and computing skills. I discuss implications that computing technologies could materialize these consequential transitions for institutional stakeholders.

Understanding the Lack of Student Engagement in Chinese Library Science Undergraduate Education

Lihong Zhou, Yuerong Hu, Jie Xu

Wuhan University, China, People's Republic of

This research study aimed to investigate the lack of student engagement in Chinese library science (LS) undergraduate education. Specifically, this study aimed to identify and understand the causes of the lack of student engagement and to articulate effective and pragmatic resolving strategies. This study adopted an inductive approach and a single case study design. The LS program at Wuhan University was employed as the case study, at which 29 full-time LS students were interviewed using a semi-structured question script. A thematic analysis of the interview transcripts pointed to 11 causes of the lack of student engagement. The conceptualisation of the research findings suggested revising the existing LS curricular and maintaining dynamic and interactive relationships among three main determinants of student engagement: curricular design, students’ individual interests, and career prospect. This study provides a perspective on the development and survival of LS education in China and shares important lessons and experiences for LS educators and policy makers across international borders.

The School of Information and its Relationship to Computer Science at UC Berkley

Zachary A Pardos, Andrew Nam

UC Berkeley, United States of America

There is a polymorphism to the Schools of Information that allows for a nimbleness of research that can travel outside of academically normative paths. The fuzzy borders between the school and its nearest departments are a product of the interdisciplinary of its faculty composition and nature of the problems it takes on. The boundaries of the school are brought into relief as data science curriculum and research grow and the relationship of the school to computer science is necessarily considered. In this paper we investigate the iSchool’s relationship to Computer Science through the lens of course enrollment behavior of over 160,000 students at UC Berkeley between 2007 and 2015.

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