Digitizing the ‘Ideal’ Latina Information Worker

Recent examples of virtual assistant technologies designed as Latina information service workers are noteworthy objects of study for their potential to bridge analyses of Latinas’ labor history and information technology. Latinas in the United States have traditionally worked in blue collar information technology sectors characterized by repetitive labor and low-wages, such as electronics manufacturing and customer service. Latinas information service workers, though fundamental to technoscience, have been largely invisible in histories of computing. Latina virtual assistants mark a shift in this labor history by relying on the strategic visibility of Latina identity in/as the technology interface. Our research explores Latina virtual assistants designed by Airus Media, and installed as airport workers in airports along the southwestern border of the United States. We situate the technocultural narratives present in the design and marketing of these technologies within the broader histories of invisible Latina information labor in the United States. We find continuities between the ways Latinas have historically been positioned as “ideal” information workers, and the use of Latina identity in the design of virtual assistants. We argue that the strategic visibility of Latina virtual assistants is linked to the oppressive structures of invisibility that have traditionally organized Latina information service workers

Critical informatics: New methods and practices

While social informatics (SI) is uniquely positioned to examine the technical and organizational properties of information and communication technology (ICT) and associated user practices, it often ignores the cultural mediation of design, use, and meaning of ICTs. Critical informatics, more so than normative and analytic orientations to ICT, offers possibilities to foreground culture as a sensitizing context for studying information and technology in society. This paper articulates a new critical informatics approach: critical technocultural discourse analysis (CTDA) as an analysis employing critical cultural frameworks (e.g. critical race or feminist theory) to jointly interrogate culture and technology. CTDA (Brock ) is a bifurcated approach for studying Internet phenomena integrating interface analysis with user discourse analysis. This paper outlines CTDA, providing examples of how its methodological flexibility applies to examining varied ICT artifacts, such as twitter and search engine phenomena, while maintaining a critical perspective on design and use. CTDA is an important tool for critical informaticists that contributes to building understanding of technology as culture, grounded in user perspectives and real‐world practices.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/111201/1/meet14505101032.pd

Evolving spatialities of digital life: Troubling the smart city/home divide

While feminist geographers have long aimed to trouble conceptions of the city/home (and, by extension, public/private) divides, the digital city and the digital home are still often theorized as separate phenomena within much digital geography literature. Drawing on previous work on feminist home-city geographies, this paper proposes four analytical frames for reflecting on the relationship between urban and domestic space in digital geographies: governance, domestication, thresholds, and dwelling. The paper explores each lens through a critical review of recent literature in digital geographies and related fields. It weaves this review through a speculative reading of the Eco Delta Smart City, an experimental development building the smart city from the home up in Busan, South Korea. We show how each lens calls attention to distinct sets of questions, actors, agendas, and relations–thus refusing any single reading of the project or of the broader trends around digitalization of which it is a part. In the process, we trace how digitalization does not simply trouble existing spatial categories, but rather makes them manifest in new ways for differently situated subjects

Educating for Social Justice: Perspectives from Library and Information Science and Collaboration with K-12 Social Studies Educators

 Library and Information Science (LIS) as a discipline is guided by core values that emphasize equal access to information, freedom of expression, democracy, and education.  Importantly, diversity and social responsibility are specifically called out as foundations of the profession (American Library Association, 2004). Following from this, there has been a focus in LIS on educating librarians from a social justice perspective. In this essay we will discuss some of the strategies we use for training librarians to practice librarianship using a social justice framework as a way to help social studies teachers and other educators critically think through their role in educating for social justice in their classrooms. Some areas of particular transference from LIS to K-12 educators that we focus on include locating classroom technologies as sites of power and privilege, prioritizing print and digital materials representative of culturally diverse populations and relevant contexts, and expanding the notion of literacy to include multiple literacies. These strategies lay a foundation for a critically-oriented classroom as a step towards teaching for social justice, and provide opportunities for collaboration between social studies educators and librarians

Designing the ‘good citizen’ through Latina identity in USCIS’s virtual assistant ‘Emma’

Virtual assistants are increasingly integrated as “user-friendly” interfaces for e-government services. This research investigates the case study of the virtual assistant, “Emma,” that is integrated into the United States Citizenship and Immigration Services (USCIS) website. We conduct an interface analysis of Emma, along with the USCIS website, and related promotional materials, to explore the cultural affordances of Latina identity as a strategic design for this virtual assistant. We argue that the Emma interface makes normative claims about citizenship and inclusion in an attempt to “hail” Latinx users as ideal citizens. We find that the “ideal” citizen is defined through the Emma interface as an assimilated citizen-consumer that engages with digital technologies in ways that produce them as informationally “legible” to the state

Are We Still Transmitting Whiteness? A Case Study of a Southern, Rural Library’s Youth Collections

This study updates and extends Hand’s (2012) research on the transmission of Whiteness through public library youth collections in the early 1900s. Taking Hand’s study as a departure point, this case study of a southern, rural, public library asks whether and how Whiteness is still transmitted through the library’s youth collections. Analysis of Rural Branch Library’s (RBL) easy reader and juvenile biography collections confirms an overrepresentation of White authors and characters and storylines that privilege White racial frameworks. Analysis of RBL’s collection development policies and practices reveals that color-blind selection policies, lack of weeding, and constraints in resources and staffing create a structure that fosters the transmission of Whiteness in the youth collections over time. This study contributes to understandings of library collections as sites of social power and has implications for the collection development policies and practices of similarly situated small and rural public libraries

Diversity, inclusion, and leadership resources

The Center for Digital Inclusion views the concepts of inclusion, diversity, and leadership as inextricably linked. All of these concepts describe ways of relating to both ourselves and other people with the purpose of fostering greater understanding of, and improving, the human condition. As practices, inclusion, diversity, and leadership require that we start with ourselves in examining power and privilege before we attempt to develop an ethics of looking outward to our interactions and relationships with other people. Inclusion, diversity and leadership also require that we examine institutional and structural power as a force that is always operating in conjunction with individual actions. These resources are offered in support of fostering linkages between inclusion, diversity, and leadership, and are for use by students as well as by instructors in designing curricula and lesson plans. These resources are not meant to be comprehensive; rather this is a dynamic repository for sharing readings, exercises, and knowledge around diversity, inclusion and leadership in our library and information science community.Ope

A curricular model in a “social justice and inclusion advocacy” doctoral concentration: Global implications for LIS

The paper presentation introduces a doctoral curricular model of social justice scholarship in library and information science (LIS). The case-study highlights global implications of a “Social Justice and Inclusion Advocacy” concentration in the communication-and-information college-wide doctoral program in the School of Library and Information Studies at the University of Alabama. Actualities and potentialities of this unique progressive collaboration are elaborated to mobilize LIS worldwide in expanding its traditional definition, scope, representation, and relevance in the 21st century. It represents global possibilities of influencing newly emerging LIS educators, practitioners, administrators, and others to integrate a spirit/ethics of social justice in their work/practice/scholarship

Critical Data Approaches to the Interconnected Library

This panel borrows from critical data approaches to explore the library as a site of interconnected information assemblages that incorporate (and consolidate) a range of technological, cultural, political, economic, and social arrangements. Critical data studies asserts data, like libraries and technology, are not neutral and value-free. Part one of the panel grounds the conversation in empirical research. Part two will be a discussion about how LIS education can further integrate and support critical data approaches to better prepare library workers to serve diverse communities, particularly those that are most vulnerable in this data environment

Protocol for Birmingham Atrial Fibrillation Treatment of the Aged study (BAFTA): a randomised controlled trial of warfarin versus aspirin for stroke prevention in the management of atrial fibrillation in an elderly primary care population.

Background Atrial fibrillation (AF) is an important independent risk factor for stroke. Randomised controlled trials have shown that this risk can be reduced substantially by treatment with warfarin or more modestly by treatment with aspirin. Existing trial data for the effectiveness of warfarin are drawn largely from studies in selected secondary care populations that under-represent the elderly. The Birmingham Atrial Fibrillation Treatment of the Aged (BAFTA) study will provide evidence of the risks and benefits of warfarin versus aspirin for the prevention of stroke for older people with AF in a primary care setting. Study design A randomised controlled trial where older patients with AF are randomised to receive adjusted dose warfarin or aspirin. Patients will be followed up at three months post-randomisation, then at six monthly intervals there after for an average of three years by their general practitioner. Patients will also receive an annual health questionnaire. 1240 patients will be recruited from over 200 practices in England. Patients must be aged 75 years or over and have AF. Patients will be excluded if they have a history of any of the following conditions: rheumatic heart disease; major non-traumatic haemorrhage; intra-cranial haemorrhage; oesophageal varices; active endoscopically proven peptic ulcer disease; allergic hypersensitivity to warfarin or aspirin; or terminal illness. Patients will also be excluded if the GP considers that there are clinical reasons to treat a patient with warfarin in preference to aspirin (or vice versa). The primary end-point is fatal or non-fatal disabling stroke (ischaemic or haemorrhagic) or significant arterial embolism. Secondary outcomes include major extra-cranial haemorrhage, death (all cause, vascular), hospital admissions (all cause, vascular), cognition, quality of life, disability and compliance with study medication