Smartphones Adoption and Usage of 50+ Adults in the United Kingdom

This is an Accepted Manuscript of a book chapter published by Routledge in Jyoti Choudrie, Sherah Kurnia, and Panayiota Tsatsou, eds., Social Inclusion and Usability of ICT-enabled Services, on October 2017, available online at: https://www.routledge.com/Social-Inclusion-and-Usability-of-ICT-enabled-Services/Choudrie-Kurnia-Tsatsou/p/book/9781138935556. Under embargo until 30 April 2019.Peer reviewedFinal Accepted Versio

Youth and Digital Media: From Credibility to Information Quality

Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

'In the world, but not of it': Exploring the impacts of hearing loss stigma

This seminar was delivered on 21st September 2011 by Dr Kenneth Southall from the Institut de recherche Élisabeth-Bruyère, affiliated with University of Ottawa, Canada. The presentation was hosted at Brunel University as part of the Brunel Institute for Bioengineering Seminar Series. A video of the presentation can be viewed at the link below

Already at a disadvantage? ICT in the home and children's preparation for primary school. (ICT Research Bursaries 2004 - Final Report)

The aim of this study is to investigate the impact of socio-economic disadvantage on pre-school children's development of competences in information and communications technologies (ICT). The study focuses on children's experiences of ICT in the home and in pre-school settings in the year before they begin formal education, and seeks to investigate concepts of advantage and disadvantage in this context. The study also aims to investigate teachers' perceptions of children's ICT competences on entry to school

At home with the future : influences on young children's early experiences with digital technologies

Early years curricula encourage practitioners to build on children's home experiences. Research into the kinds of activities that young children engage in at home and considerations of how to link these to their experiences in pre-school settings can therefore make an important contribution to practice. This chapter, which draws on studies investigating young children's home experiences with digital technologies, seeks to identify some of the key factors that influence the nature and extent of these experiences. Although digital divides - reflecting classic social divisions of economic status, gender and ethnicity - have been extensively explored in order to understand the causes of inequalities in access to digital technologies, our research concluded that parental attitudes towards these technologies are more influential than economic disadvantage in determining young children's experiences. To explore this issue in greater detail, we have drawn on the concept of prolepsis, a key influence on parents' interactions with their children deriving from the projection of their memories of their own idealised past into the children's futures (Cole, 1996). Parents' assumptions, values and expectations are influenced by their past experiences, enacted in the present, and are then carried by their children into the future as they move from home to formal education. We argue that prolepsis has powerful explanatory force for understanding the kinds of decisions parents make about activities such as the extent to which children engage in technological play

Imaging, Keyboarding, and Posting Identities: Young People and New Media Technologies

Part of the Volume on Youth, Identity, and Digital Media Clicking, posting, and text messaging their way through a shifting digital landscape, young people are bending and blending genres, incorporating old ideas, activities, and images into new bricolages, changing the face, if not the substance, of social interaction and altering how they see themselves and each other. From data collected in Britain, Canada, and South Africa, we have selected cases that involve a range of technologies and contexts, from adult-mediated activities in schools and community centers to spontaneous media production done in private at home. Whether it be postings on websites, improvisations in video production, or the incorporation of objects in a multi-media presentation, these cases illustrate that, like digital cultural production, identity processes are multifaceted and in flux, constructed and deconstructed through a process of bricolage that we label as "identities-in-action." Analysis of the cases reveals certain shared features of digital production that contribute to identities-in-action: the "constructedness" of production, the collective and social aspects of individual productions, the neglected but crucial element of embodiment, the reflexivity and negotiation involved in producing and consuming one's own images, the creativity in media convergence, and the value of constructivist models of learning

Harnessing technology: the learner and their context: choosing to use technology: how learners construct their learning lives in their own contexts: key findings from the first year of research

This report covers the findings from the first year of the learners and their context research and highlights emerging findings including; choosing to use technology and how learners construct their learning lives in their own contexts

A Foundation for Online Knowledge Mobilization in Child and Youth Mental Health: Synthesis Report

Navigating the online environment to find mental health can be a daunting task, especially for children and youth. Three research projects commissioned by the Mental Health Commission of Canada were summarized in this report. The projects sought insights into what children and youth want to know about mental health and how do they search for this information online. The summary report highlights a number of recommendations with opportunities for further action to reduce stigma and improve access to mental health information online.

Digital identities: tracing the implications for learners and learning

This is the fourth in a series of seminars, funded by the Economic and Social Research Council, to examine ‘The educational and social impact of new technologies on young people in Britain’. Its purpose is to bring together academics, policy makers and practitioners from many different backgrounds in order to consider the contexts and consequences of use of new information and communication technologies for children and young people, with a particular focus on the implications on technological change on formal and informal education. The series is coordinated by John Coleman, Ingrid Lunt, Chris Davies and myself, together with guidance from our advisory board – Keri Facer, Neil Selwyn and Ros Sutherland