Patrick Feng

Studying standardization: a review of the literature

We review the literature on standards, looking in particular at how scholars in the social sciences have approached the topic. We began by discussing various historical meanings and motivations for standardization. Next we examine various approaches to studying standards, distinguishing between development contexts and social effects of standards, as well as functionalist and constructivist viewpoints. We then point out some recurring themes in the study of standardization such as the relationship between global and local orders and role of standards as social technologies. We close by suggesting some possible lines for further inquiry.

Critical InfoVis: exploring the politics of visualization

As information visualization is increasingly used to raise awareness about social issues, difficult questions arise about the power of visualization. So far the research community has not given sufficient thought to how values and assumptions pervade information visualization. Taking engaging visualizations as a starting point, we outline a critical approach that promotes disclosure, plurality, contingency, and empowerment. Based on this approach, we pose some challenges and opportunities for visualization researchers and practitioners.

Thinking about Design: Critical Theory of Technology and the Design Process

In this chapter we offer a framework for thinking about the design of technology. Our approach draws on critical perspectives from both social theory and science and technology studies (STS). We understand design to be the process of consciously shaping an artifact to adapt it to specific goals and environments. Our framework conceptualizes design as a process whereby technical and social considerations converge to produce concrete devices that fit specific contexts. How this happens – and the possibility that it might happen differently – is a crucial point for philosophers and other students of technology to consider. To date, design studies have been focused predominantly on the work of what we might call proximate designers, while work in the field of STS has focused on the role of non-designers such as clients, stakeholders, and other socially relevant groups. However, little attention has been paid to ways in which historical choices and cultural assumptions about technology shape the design process. Our goal is to address this oversight. We begin by posing a seemingly simple question: is design intentional? A review of the literature draws our attention to at least three possible levels of analysis: that of proximate designers, the immediate design environment, and broader society. We then present a critical theory of technology that provides a non-deterministic, non-essentialist approach to the study of technology. We argue that critical theory, with its emphasis on examining taken-for-granted assumptions, offers a theoretical space for thinking differently about design. Finally, we discuss the possibilities opened up by critical theory and some of the obstacles that stand in the way of realizing a richer world of design.

Teaching research skills through embedded librarianship

Purpose This pilot aims to study a way of integrating research and writing support into a university course along with content. Research and writing skills are not taught explicitly in most university courses, yet these skills are increasingly required both in and outside of the classroom. Design/methodology/approach An embedded, collaborative instructional team comprising the instructor, librarians and writing specialists re-designed a first-year inquiry-based learning course, incorporating research and writing instruction throughout, formative and summative assessments and a flipped classroom model. At the end of the course, each member of the team reflected on their collaborative and individual experiences. The team also surveyed students to gauge their perceptions of the research and writing sessions. Findings The team learned from this experience and noted a large, but rewarding, time commitment. The flipped classroom model allowed the tailoring of instruction to students’ needs but required more work by librarians to prepare content and to grade. Students indicated appreciation for repeated interactions with librarians and reported confidence to use the skills taught. Originality/value Embedding librarians throughout the course with a writing specialist, as well as involvement in grading, is novel – this may be the first example in the literature of “deep integration”. The concept of “embedded librarianship” can be enhanced by expanding librarian and other support roles in a course.