Negin Dahya

Introduction: problematizing voice and representation in youth media production

ABSTRACT This introduction to the special issue Voice and representation in youth media production in educational settings: transnational dialogues presents a discussion of the notions of voice and representation and an overview of the contributions to this issue, and reflects on the possibilities and limits for a transnational dialogue within current academic traditions and publishing practices.

Tracing pathways to higher education for refugees: the role of virtual support networks and mobile phones for women in refugee camps

ABSTRACT In this paper, we explore the role of online social networks in the cultivation of pathways to higher education for refugees, particularly for women. We compare supports garnered in local and offline settings to those accrued through online social networks and examine the differences between women and men. The paper draws on complementary original data sources, including an online survey of the Somali Diaspora (n = 248) and in-depth interviews (n = 21) with Somali refugees who do or have lived in the Dadaab refugee camps of Kenya. We find an important interplay of local and global interactions, mediated by mobile technology, that participants identify as critical to their access to higher education. Our analysis relates these interactions to shifting social norms and possibilities for refugee women’s education. Our findings directly address the use of information and communication technology in expanding opportunities for higher education for women in refugee camps.

Mis/Representations in School-Based Digital Media Production: An Ethnographic Exploration with Muslim Girls.

In this article, the authors discuss findings from a digital media production club with racialized girls in a low-income school in Toronto, Ontario. Specifically, the authors consider how student-produced media is impacted by ongoing postcolonial structures relating to power and representation in the school and in the media production work of Muslim and other racialized girls. From this standpoint, the authors interrogate how technological tools and particular media genres embedded in a postcolonial order impact the form and content of student media production in a school-based context. Focused on two in-depth examples from an ethnographic study, the authors question how Muslim and other racialized girls are portrayed in media they make and explore how that work is perceived and re/presented (or mis/represented) throughout the digital media production process.

Critical perspectives on youth digital media production: ‘voice’ and representation in educational contexts

ABSTRACT This paper offers a critical discussion on voice and representation in youth digital media production in educational settings. The paper builds on existing calls from digital media and visual studies scholars to approach youth-made media with greater attention to context in production practices. In this discussion, the author addresses the importance of technological tools, media genres, settings, and program design in the construction of voice and representation for children and youth making digital media. The paper presents a case study derived from a three-year ethnographic research project and feminist intervention in one under-resourced school in Toronto, Canada. Through the examples presented in this paper, the author presents a critical discussion about the process and content of digital video created by girls making media in particular contexts, under distinct conditions.

HCI Across Borders

At CHI 2016, the Development Consortium titled HCI Across Borders (HCIxB) was widely attended by 71 participants from 20 countries and six continents. The goal of this workshop was to build community and invite collaborations ?across borders? on themes of interest for the participants ? researchers actively involved in international HCI research, with many of them working in parts of the ?developing? world. In 2017, our goal is to extend these conversations to fuel community building beyond the workshop. The question we ask, therefore, is how we might align our efforts to reach potential members of our larger HCI community, even those who do not or are unable to attend CHI, to work towards a more cohesive global community. Further, we ask, what might the format of these efforts be? We invite proposals along these lines with the intention of bringing people together to discuss and workshop ideas for research directions, venues, activities, and events that would be natural extensions of HCIxB 2016 as well as HCIxB 2017, that we propose herein.

Pathways to Educational Success Among Refugees: Connecting Locally and Globally Situated Resources:

This study identifies pathways to educational success among refugees. Data are from an original online survey of Somali diaspora and in-depth qualitative interviews with Somali refugee students educated in the Dadaab refugee camps of Kenya. This research builds on Bronfenbrenner’s ecological model to consider both the locally and globally situated nature of resources across refugees’ ecosystems. Analysis examines the nature and content of student-identified supports and their perceived influence on access to and persistence in school as well as the mediating role of technology. The findings suggest consideration of both locally situated relationships and globally situated relationships as critical educational supports. Implications include leveraging naturally occurring virtual relationships to support educational success of refugees and other young people who are physically isolated from access to needed supports in their local region.

(En)gendering videogame development: A feminist approach to gender, education, and game studies

Over the past 10 years there has been growing recognition that digital media like movies, video games, and social networking technologies are changing the way we think about teaching and learning. Videogames and videogame development are an important component of this new media landscape as one of the largest grossing industries in North America (Entertainment Software Association 2015). Research related to education and videogames has examined the learning potential of playing digital games. Scholars have explored how game mechanics have a rhetorical influence on players (Bogost 2007) and how “serious” social and political content can be taught/learned through gameplay (Frasca 2001; Dahya 2009). Others have considered the important role of videogames for learning and literacy (Gee 2003; Squire and Jenkins 2003; Squire 2011), the rich social worlds of massively multiplayer online games (Steinkuehler 2004; Nardi 2009; Dickey 2011), and the complexities of identity and representation through interaction with videogames (Shaw 2014; Jenson et al. 2011). These studies (among many others) demonstrate the potential of digital videogames as a valuable component of formal and informal education and support the continued exploration of videogame design and play as an important part of 21st century education (for a range of examples, see Dickey 2007; Kahne, Middaugh, and Evans 2008; Gerber et al. 2014; Fisher and Jenson 2016). There are compelling arguments for the need to include production and creation along with use, critique, and analysis of digital media in education to ensure multimedia literacy is comprehensive, relevant to, and applied in the lives of young people (Kafai, Ching, and Marshall 1997; Kress and Van Leeuwen 2001; Sanford and Madill 2008; Kafai, Peppler, and Chapman 2009; National Council of Teachers of English 2013; Ratto and Boler 2014). Creating videogames is one way to build multimedia literacy and improve computer-related skills and knowledge. Videogame development involves computational thinking, including the use of algorithms, setting game conditions, attributing specific variables for movement, speed, and action, continual problem solving, and it also includes significant arts-based practices (Kafai et al. 1998; Peppler and Kafai 2007; Carbonaro et al. 2010; Denner 2011; Denner, Werner, and Ortiz 2012; Kafai et al. 2012). Media making none defined

Co-designing with the app generation

For information and technology, youth lead in defining the present and driving the future. Since early 2000 there has been an increasing interest across ASIST subfields in better understanding how youth engage with information and technology in formal and informal settings and how they can be better supported. This panel continues dialogue in the digital youth research and design community about work in-progress, upcoming events, collaboration opportunities and more. The session begins with an overview of the 2014 Digital Youth iLab held in Seattle and focuses on the trajectory of work pertaining to digital youth, its significance and the future of research, design, policy and practice. Digital youth, Digital media, design, technology, information behavior. INTRODUCTION A research community around digital youth has emerged across major professional meetings in information science—ASIST 2011 in New Orleans, LA (Fisher & Dresang, 2011), iConference 2013 in Fort Worth, TX (Fisher, Dresang, Davis, Yardi, & Druin, 2013), and iConference 2014 in Berlin, Germany (Juncker, Marrtens, Fisher, Dresang, Davis, Yardi, Druin, & Anderson, 2014). These sessions have attracted researchers and professionals across varied subfields, who share an interest in digital youth, in learning from each other, in collaborating, and in connecting the field with other disciplines, as well as industry and affecting policy. The 2014 ASIST panel aims to continue these synergies and launch conversation for establishing community research goals for 2015 and beyond. The panel will report on a national leadership forum—the Digital Youth iLab held in Seattle, share latest findings from their work as faculty in the University of Washington Information School’s Digital Youth Research Group, and share thoughts on opportunities for research programs, collaborations and impact. Like past events, the session will be highly interactive and engaging for all participants. BACKGROUND ON DIGITAL YOUTH Over the last few years there has been an increased desire to understand more about digital natives (Palfrey, 2013) and digital youth (Erstad, 2011). Notions of digital youth have been conflated with oversimplified statements about generational change promoted by the idea of digital natives and immigrants (Prensky, 2006) and amplified by notions like Generation X and Y, or Generation Me (Twenge, 2006). Other research (e.g. Buckingham, 2003) informs us that conceptions of digital youth are much more complex. This has resulted in several research initiatives (Erstad, 2012; Itō, M, 2009; Livingstone & Bulger 2013; Ahn, J. et. al, 2014) and publications (Boyd, 2014; Erstad, 2011; Gardner & Davis, 2013) dedicated to exploring how, when, and why youth use digital tools. Methodologies for digital youth research have also undergone change, becoming more collaborative and inclusive of children’s perspectives (Walsh, Foss, Yip, & Druin, 2013). In 2013 the University of Washington Information School made a commitment to helping researchers and professionals understand more about how youth engage with technology and how youth can be better supported that was based on bringing together experts from diverse, cognate fields. The iSchool with sponsorship from the Institute of Museum & library Services (IMLS), Facebook, Microsoft Research, the King County Library System, and the Seattle Public Library is organizing the 2014 Digital Youth iLab—where thought leaders from industry, research policy and practice are invited to engage and help shape a digital youth agenda to guide future work. The six areas for discussion include: digital and information literacies, formal and informal learning, games and learning, mind and brain research, policy initiatives, and social and mobile media. {This is the space reserved for copyright notices.] ASIST 2014,November 1-4, 2014, Seattle, WA, USA. [Author Retains Copyright. Insert personal or institutional copyright