A Framework for Information Accessibility in Large Video Repositories

International audienceOnline videos are a medium of choice for young adults to access or receive information, and recent work has highlighted that it is a particularly effective medium for adults with intellectual disability, by its visual nature. Reflecting on a case study presenting fieldwork observations of how adults with intellectual disability engage with videos on the Youtube platform, we propose a framework to define and evaluate the accessibility of such large video repositories, from an informational perspective. The proposed framework nuances the concept of information accessibility from that of the accessibility of information access interfaces themselves (generally catered for under web accessibility guidelines), or that of the documents (generally covered in general accessibility guidelines). It also includes a notion of search (or browsing) accessibility, which reflects the ability to reach the document containing the information. In the context of large information repositories, this concept goes beyond how the documents are organized into how automated processes (browsing or searching) can support users. In addition to the framework we also detail specifics of document accessibility for videos. The framework suggests a multi-dimensional approach to information accessibility evaluation which includes both cognitive and sensory aspects. This framework can serve as a basis for practitioners when designing video information repositories accessible to people with intellectual disability, and extends on the information presentation guidelines such as suggested by the WCAG. Publication rights licensed to ACM. ACM acknowledges that this contribution was authored or co-authored by an employee, contractor or affiliate of a national government. As such, the Government retains a nonexclusive, royalty-free right to publish or reproduce this article, or to allow others to do so, for Government purposes only

'TechShops': Engaging young adults with intellectual disability in exploratory design research

This case study presents “TechShops”, a collaborative workshop-based approach to learning about technologies with Young Adults with Intellectual Disability (YAID) in exploratory design research. The “TechShops” approach emerged because we found it difficult to engage YAID in traditional contextual interviews. Hence, we offered a series of “TechShops”, which we found useful in: enabling engagement with participants, their families and support staff; fostering relationships; and gaining research access. We explain the context of “TechShops”, and reflect upon the opportunities and challenges that the approach offers for both researchers and YAID in exploratory design research

The Maker Movement, the Promise of Higher Education, and the Future of Work

abstract: The 21st century will be the site of numerous changes in education systems in response to a rapidly evolving technological environment where existing skill sets and career structures may cease to exist or, at the very least, change dramatically. Likewise, the nature of work will also change to become more automated and more technologically intensive across all sectors, from food service to scientific research. Simply having technical expertise or the ability to process and retain facts will in no way guarantee success in higher education or a satisfying career. Instead, the future will value those educated in a way that encourages collaboration with technology, critical thinking, creativity, clear communication skills, and strong lifelong learning strategies. These changes pose a challenge for higher education’s promise of employability and success post-graduation. Addressing how to prepare students for a technologically uncertain future is challenging. One possible model for education to prepare students for the future of work can be found within the Maker Movement. However, it is not fully understood what parts of this movement are most meaningful to implement in education more broadly, and higher education in particular. Through the qualitative analysis of nearly 160 interviews of adult makers, young makers and young makers’ parents, this dissertation unpacks how makers are learning, what they are learning, and how these qualities are applicable to education goals and the future of work in the 21st century. This research demonstrates that makers are learning valuable skills to prepare them for the future of work in the 21st century. Makers are learning communication skills, technical skills in fabrication and design, and developing lifelong learning strategies that will help prepare them for life in an increasingly technologically integrated future. This work discusses what aspects of the Maker Movement are most important for integration into higher education.Dissertation/ThesisDoctoral Dissertation Human and Social Dimensions of Science and Technology 201

Makerspace em bibliotecas escolares : uma análise bibliométrica

Este trabalho incide sobre o uso do makerspace em bibliotecas escolares, tendo como principal objetivo identificar, por meio de análise bibliométrica qual a abordagem dada em relação ao makerspace nas bibliotecas escolares. Apresenta-se, primeiro, uma revisão de literatura sobre as bibliotecas escolares e os makerspaces e, em seguida uma análise bibliométrica sobre o tema. Utilizando o software Publish or Perish analisam-se 979 artigos em língua inglesa e 108 artigos em língua portuguesa e língua espanhola. São analisadas informações sobre os principais periódicos, artigos, autores, datas, índice H, índice G e outras métricas. Fez-se uma análise altmetrica com os 50 artigos mais citados focando em dados sociais e demográficos. Em relação aos principais periódicos, observou-se que 25% das revistas publicaram 48% dos artigos, enquanto os outros 75% de revistas foram responsáveis por 52% dos artigos, validando, nesse caso a Lei de Bradford para o tema. Quanto aos principais autores os resultados apresentam coerência em relação a Lei de Lotka mas não puderam ser confirmados com exatidão. Quanto aos principais artigos, notou-se uma certa preferência entre os leitores do tema para documentos que possuam uma abordagem mais ampla, contemplando análises panorâmicas sobre o tema do makerspace, com visões tanto práticas quanto teóricas. A visão teórica sobressai entre os artigos mais citados. A análise temporal indicou um crescimento no número de documentos publicados desde o primeiro artigo encontrado na literatura, tendo o crescimento sido exponencial entre 2011 e 2014, altura em que passou a ser linear até à data delimitada para a realização da pesquisa (2018). Na análise altmetrica constatou-se que não existe uma relação direta entre os artigos mais citados no meio científico e os artigos mais citados em redes sociais e outras ferramentas da web 2.0. Verificou-se ainda que em língua portuguesa e espanhola tanto na análise bibliométrica quanto altmetrica o número de artigos, autores, citações e menções é muito inferior ao da língua inglesa, sendo esta última a língua mais ativa sobre o tema no meio científico e nas redes sociais. Conclui-se que o makerspace é um espaço em potencial para as bibliotecas escolares um local para estimular a criatividade e servir como um auxiliador do processo de ensino-aprendizagem, dando suporte extra-classe aos conteúdos transmitidos pelos professores em sala de aula. Notou-se também a capacidade desses espaços para desenvolver habilidades específicas nos alunos e aproximar a comunidade externa, incluindo os pais, nas atividades da escola, estimulando ainda mais o desenvolvimento não só cognitivo, mas também, o desenvolvimento social dos estudantes.This work focuses on the use of the makerspace in school libraries. Its main objective is to identify, through bibliometric analysis, the approach given in relation to the makerspace in school libraries. It is presented, first, a review of the literature on school libraries and the makerspaces, and then a bibliometric analysis. Using Publish or Perish software, 979 articles in English and 108 articles in Portuguese and Spanish were analyzed. It was analyzed information about the main journals, articles, authors, dates, H index, G index and other metrics. An altmetric analysis was done with the 50 most cited articles focusing on social and demographic data. In relation to the main journals, it was observed that 25% of the journals published 48% of the articles, while the other 75% of journals were responsible for 52% of the articles, validating, in this case, the Bradford Law. As for the main authors, the results are consistent with Lotka's Law but could not be confirmed with accuracy. Regarding the main articles, there was a certain preference among readers for documents that have a broader approach, contemplating panoramic analyzes on the theme of the makerspace, with both practical and theoretical views. The theoretical view stands out among the most cited articles. The temporal analysis indicated a growth in the number of documents published since the first article found in the literature, this growth was exponential between 2011 and 2014, when it became linear until the date delimited for the research (2018). In the altmetric analysis it was verified that there is no direct relation between the articles most cited in the scientific literature and the most cited articles in social networks and other web 2.0 tools. It was also verified that in the Portuguese and Spanish languages both in the bibliometric and in the altmetric analysis the number of articles, authors, citations and mentions is much lower than in English, the latter being the most active language on the subject in scientific circles and in social media. . It is concluded that the makerspace is a potential space for school libraries a place to stimulate creativity and serve as a helper of the teaching-learning process, giving extra-class support to the content transmitted by teachers in the classroom. It was also noted the ability of these spaces to develop specific skills in students and bring the external community, including parents, into the school activities, further stimulating the development not only cognitive but also the social development of students

Convivial Making: Power in Public Library Creative Places

In 2011, public libraries began to provide access to collaborative creative places, frequently called “makerspaces.” The professional literature portrays these as beneficial for communities and individuals through their support of creativity, innovation, learning, and access to high-tech tools such as 3D printers. As in longstanding “library faith” narratives, which pin the library’s existence to widely held values, makerspace rhetoric describes access to tools and skills as instrumental for a stronger economy or democracy, social justice, and/or individual happiness. The rhetoric generally frames these places as empowering. Yet the concept of power has been neither well-theorized within the library makerspace literature nor explored in previous studies. This study fills the gap between the rhetoric and the reality of power, as described by the stakeholders, including staff, trustees, and users of the library. Potentially, library creative places could be what Ivan Illich calls convivial tools: tools that manifest social relations involving equitable distributions of power and decision-making. A convivial tool ensures that users may decide to which end they would like to apply the tool, and thus are constitutive of human capabilities and social justice. However, the characterization of library makerspaces in the literature evokes a technologically deterministic entrepreneurialism that marginalizes many types of making, and reduces the power of individuals to choose the ends to which they put this tool. This multi-site ethnographic study seeks to unravel the currents of power within three public library creative places. Through participant observation, document analysis, and interviews, the study traces the mechanisms and processes by which power is distributed, as enacted by institutional practices—the spaces, policies, tools, and programs—or through individual practices. The study finds seven key tensions that coalesce around the concept of conviviality, and also reveals seven capabilities of convivial tools that the users and providers of these spaces identify as crucial to their successful and satisfying implementation. As a user-centered exploration of the interactions of power in a public institution, this study can benefit a range of organizations that aim to further inclusion, equity, and social justice

Makerspace Models and Organizational Policies for Technological Inclusion

In the early part of the 21st Century, discourses about the “Creative Economy” rose to prominence resulting in educational, economic, and policy initiatives supporting what became known generically as “makerspaces.” As interdisciplinary sites where arts, technology, design, and entrepreneurship meet, makerspaces were heralded as transformational organizational models for learning and innovation. This dissertation explores the social arrangements opened and foreclosed by makerspaces through ethnographic case studies of how different institutions introduced and adapted makerspace models from 2013-2019. Using a communicative ecology approach (Foth & Hearn, 2007), this study interrogates the structures and practices that shape participant experience of these collaborative media, technology, and design spaces, analyzes the construction of “maker literacies,” and traces the broader evolution of technology access concerns in the U.S. This study thereby contributes to the research literature on social production practices, technological literacy, and technological inequality as well as offering recommendations for similar initiatives. The Maker Movement refers to the early 2000s rise in visibility of Do-It-Yourself (DIY) “making” activities aided by the advent of publications such as Make magazine, online communities such as Instructables, in-person meetups called Maker Faires, and localized communities of practice in makerspaces. Unfortunately, many of the independent makerspaces that were opened during the height of The Maker Movement from 2011-2016 have since closed due to leadership issues, funding shortfalls, and other organizational challenges. As of 2019, libraries, universities, schools, and museums are the most common places to find makerspaces. Rather than a unique phenomenon, makerspaces are conceptualized here as an evolution and re-branding of community access points for social inclusion like that of the community technology centers (CTCs) that arose throughout the U.S. when policy concerns for “digital divides” were at their height. Examining these spaces from a communication perspective as part of a longer history of technology access initiatives reveals how emerging technologies continually reorganize activities and influence priorities for organizations with social inclusion goals. Through in-depth case studies of three makerspaces in Massachusetts with different institutional ties—a community access media center, a public library, and an economic/community development project—this study explores the contributions of makerspaces to local ecologies with special attention to how media and technological literacies are enacted in makerspace initiatives. In particular, the study documents how policies and practices shape participation through questioning the impetus for creating a makerspace and what activities are recognized and valued in these spaces. The study also explores the sustainability of initiatives concerned with media and technological literacies amidst the changing terrain of digital inequality in the U.S. While political and economic transformations in the U.S. continually change access initiative priorities, interrogating discourses related to digital inequality, creativity, and innovation are still important for supporting equitable community development. A fuller understanding of the promises and pitfalls of the makerspace approach will enrich our understanding of social values related to technology and may be used to inform media and technological literacy initiatives

Citizen Science

Citizen science, the active participation of the public in scientific research projects, is a rapidly expanding field in open science and open innovation. It provides an integrated model of public knowledge production and engagement with science. As a growing worldwide phenomenon, it is invigorated by evolving new technologies that connect people easily and effectively with the scientific community. Catalysed by citizens’ wishes to be actively involved in scientific processes, as a result of recent societal trends, it also offers contributions to the rise in tertiary education. In addition, citizen science provides a valuable tool for citizens to play a more active role in sustainable development. This book identifies and explains the role of citizen science within innovation in science and society, and as a vibrant and productive science-policy interface. The scope of this volume is global, geared towards identifying solutions and lessons to be applied across science, practice and policy. The chapters consider the role of citizen science in the context of the wider agenda of open science and open innovation, and discuss progress towards responsible research and innovation, two of the most critical aspects of science today

A morphological exploration into gender inclusiveness and environmental attitudes concerning Maker practices in Makerspaces in the United Kingdom, Germany and Austria

This dissertation explores the connection between amateur technology making, gender inclusiveness and environmental protection within the Maker movement. Specifically, it asks whether including more women into Makerspaces in the United Kingdom, Germany and Austria would increase positive environmental impacts of Making practices in those spaces or, vice-versa, if increasing these spaces’ positive environmental impact would attract more women to join in. To answer this question, a social constructivist position is adopted. Through a convergent multi-level mixed method design that employs short interviews at Maker Faires, an online survey, and in-depth interviews, 565 Makers in the United Kingdom, Germany and Austria have been consulted. The study examines its question through three steps: firstly, it devises a Making morphology which is necessary in order to differentiate between a variety of Making constellations; secondly, it examines if and how women are excluded from Makerspaces within a specifically devised Makerspace morphology for the UK, Germany and Austria; and thirdly, it explores women’s and men’s environmental considerations within their Making practice. The study concludes that, although women exhibit more environmentally friendly behaviour, they face increased challenges in joining Makerspace communities and ‘just adding them’ might not be enough to achieve sustainable inclusiveness. A masculine and patriarchal culture within Making communities is visible in the developed morphology, which often hinders women from simply joining in. The study, therefore, develops a women-inclusive morphology for Makerspaces which is more inclusive and environmentally friendly. It concludes that even though there is the potential for increased gender-diversity sparking more pro-environmental practices, and vice-versa, gender-inclusion especially appears to be a rather complex challenge that makes a straightforward answer to the question problematic. Equally, individual communities are too complex to make broad, deterministic claims. Finally, recommendations for further research and attributes of Makerspace communities to create more inclusive and environmentally sustainable communities are presented

CHANCES. Practices, Spaces and Buildings in Cities' Tranformation

CHANCES has been an international conference that was aimed to explore, from a multidisciplinary perspective, the fragile but continuous urban transformation through the effective contribution of culture, nature and technology. The aim of this conference was to provide a deeper understanding of urban transformations’ research and practices, focusing on the use, re-use, design, renovation and innovative governance and management of public spaces, urban commons and buildings. We believe that these thoughts will largely contribute to shape and increase sustainable design, construction and planning in constant cities’ transformation. Contributions could build on reflections and studies concerning current or historical approaches that are changing or drastically changed the cities we lived in