The self-tracking information literacy practices of LGBTQ+ students

Q2 Social Sciences

Journal of Information Literacy Pub Date : 2024-06-02 DOI:10.11645/18.1.561

Pamela McKinney, Corin Peacock, Andrew Cox

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引用次数: 0

Abstract

This paper explores the self-tracking information literacy practices of LGBTQ+ students, how the practices connect to LGBTQ+ identities, and whether these practices are perceived as empowering. Six semi-structured interviews were conducted with students who identified as LGBTQ+ self-trackers. Four previously discovered dimensions of IL in self-tracking framed the design. Collaborative thematic analysis revealed participants find it useful to monitor their physical health and tracking supports mental health, which is experienced as empowering. The heteronormative assumptions of apps influenced their perceived usefulness. There was some distrust about how apps used data, but this risk was accepted, typically because the convenience of the app outweighed privacy concerns. Data sharing took place—restricted due to self-consciousness or fear of judgement—and embraced when there was a feeling of working towards a shared goal. IL in this landscape is related to developing critical awareness of when and how self-tracking can support health goals; the limitations of apps and devices, particularly for those undergoing transition; privacy implications; and the nuances of social sharing.

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LGBTQ+ 学生的自我跟踪信息扫盲实践

本文探讨了 LGBTQ+ 学生的自我追踪信息素养实践、这些实践与 LGBTQ+ 身份之间的联系，以及这些实践是否被视为增强了能力。我们对自称为 LGBTQ+ 自我追踪者的学生进行了六次半结构式访谈。之前发现的自我追踪中 IL 的四个维度为设计提供了框架。合作性主题分析表明，参与者发现自我跟踪对监测身体健康和支持心理健康很有帮助，这被认为是一种赋权。应用程序的异性恋假设影响了人们对其有用性的认知。人们对应用程序如何使用数据有些不信任，但这种风险是可以接受的，通常是因为应用程序的便利性超过了对隐私的担忧。由于自我意识或害怕被评判，数据共享受到了限制，而当人们感觉是在为一个共同的目标而努力时，数据共享就被接受了。在这种情况下，"IL "与培养以下方面的关键意识有关：自我跟踪何时以及如何支持健康目标；应用程序和设备的局限性，特别是对于那些正在经历转型的人来说；隐私影响；以及社交共享的细微差别。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Information Literacy Social Sciences-Library and Information Sciences

CiteScore

1.40

自引率

0.00%

发文量

审稿时长

24 weeks

期刊介绍： JIL is an international, peer-reviewed journal that aims to investigate information literacy in all its forms to address the interests of diverse IL communities of practice. To this end it publishes articles from both established and new authors in this field. JIL welcomes contributions that push the boundaries of IL beyond the educational setting and examine this phenomenon as a continuum between those involved in its development and delivery and those benefiting from its provision. This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. The journal is published under the Gold Open Access model, because the CILIP Information Literacy Group believes that knowledge should be shared. It is therefore free and requires no subscription. In addition authors are not required to pay a fee to be published in JIL. The Journal of Information Literacy is published twice a year. Additional, special themed issues are also possible and the editor welcomes suggestions. JIL has an acceptance rate of 44% for articles submitted to the journal.