Information and Learning Sciences最新文献

{"title":"Initial notes: datafication and data protection in the Brazilian university scenario","authors":"Lynn Rosalina Gama Alves, William de Souza Santos","doi":"10.1108/ils-03-2023-0023","DOIUrl":"https://doi.org/10.1108/ils-03-2023-0023","url":null,"abstract":"Purpose This study aims to analyze the platforming scenario at a Brazilian university as well as the data security process for students and professors. Design/methodology/approach This research brings an analysis through a qualitative approach of the platformization process in a Brazilian teaching institution. Findings The results point to a lack of knowledge on the part of teachers regarding data security in the platforming scenario, as well as the lack of effectiveness of institutions in protecting student data. Originality/value Within the Brazilian scenario, this research seeks to contribute to the discussion on platformization in view of the gaps and existing demands on this process in the country.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"4 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139223445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring alternative discourses about datafication in a speculative youth participatory action research curriculum","authors":"Ezequiel Aleman","doi":"10.1108/ils-06-2023-0079","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0079","url":null,"abstract":"Purpose This paper aims to address the limitations in designing educational approaches that apply critical approaches to data literacy, given the obscure nature of digital platforms, which leave youth unable to develop discourses that challenge dominant narratives about the role of data in their lives. The purpose of this study is to propose and evaluate a critical data literacy approach that empowers youth to engage with data from a sociocultural perspective using a speculative participatory research approach that affords opportunities to develop alternative discourses. Design/methodology/approach This is a multiple-case study that involves five alternative schools in Uruguay which implemented the Nayah-Irú curriculum over ten weeks leading to the development of six distinct research projects about the materialization of data in youth lives. The curriculum incorporates an alternate reality game (ARG) to engage youth in critical data literacy, based on the principles of Youth Participatory Action Research (YPAR) epistemology and Speculative Civic Literacies. Findings The findings of this study highlight the integration of speculative storytelling and real-life experiences in developing alternative discourses about datafication. The analysis revealed instances of discursive closure among the youth, but through the curriculum's speculative fiction elements, such as the narrative of Nayah-Irú, emotional connections were formed, leading to increased engagement, critical inquiry, and problem framing. Research limitations/implications The study conducted on the Nayah-Irú curriculum shows its effectiveness in engaging youth and educators in critical data literacy by affording opportunities for youth to engage in the analysis of their personal data literacies in an alternative world. Bringing speculative approaches to data literacy can open new avenues for exploring data literacy with youth in ways that center their voices and help them overcome different forms of discursive closure. Originality/value This study offers new insights into critical data literacy education blending youth participatory action research epistemologies with a speculative literacies framework to support youth in developing alternative discourses regarding the role of data in their lives.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"26 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139224384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The beginning of ChatGPT – a systematic and bibliometric review of the literature","authors":"Hasnan Baber, Kiran Nair, Ruchi Gupta, Kuldeep Gurjar","doi":"10.1108/ils-04-2023-0035","DOIUrl":"https://doi.org/10.1108/ils-04-2023-0035","url":null,"abstract":"Purpose This paper aims to present a systematic literature review and bibliometric analysis of research papers published on chat generative pre-trained transformer (ChatGPT), an OpenAI-developed large-scale generative language model. The study’s objective is to provide a comprehensive assessment of the present status of research on ChatGPT and identify current trends and themes in the literature. Design/methodology/approach A total of 328 research article data was extracted from Scopus for bibliometric analysis, to investigate publishing trends, productive countries and keyword analysis around the topic and 34 relevant research publications were selected for an in-depth systematic literature review. Findings The findings indicate that ChatGPT research is still in its early stages, with the current emphasis on applications such as natural language processing and understanding, dialogue systems, speech processing and recognition, learning systems, chatbots and response generation. The USA is at the forefront of publishing on this topic and new keywords, e.g. “patient care”, “medical”, “higher education” and so on are emerging themes around the topic. Research limitations/implications These findings underscore the importance of ongoing research and development to address these limitations and ensure that ChatGPT is used responsibly and ethically. While systematic review research on ChatGPT heralds exciting opportunities, it also demands a careful understanding of its nuances to harness its potential effectively. Originality/value Overall, this study provides a valuable resource for researchers and practitioners interested in ChatGPT at this early stage and helps to identify the grey areas around this topic.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"16 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139218151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"In my opinion, the TOS… Situating personal data literacy interventions","authors":"J. Raffaghelli, Marc Romero Carbonell, Teresa Romeu-Fontanillas","doi":"10.1108/ils-06-2023-0086","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0086","url":null,"abstract":"Purpose It has been demonstrated that AI-powered, data-driven tools’ usage is not universal, but deeply linked to socio-cultural contexts. The purpose of this paper is to display the need of adopting situated lenses, relating to specific personal and professional learning about data protection and privacy. Design/methodology/approach The authors introduce the results of a case study based on a large educational intervention at a fully online university. The views of the participants from degrees representing different knowledge areas and contexts of technology adoption (work, education and leisure) were explored after engaging in the analysis of the terms and conditions of use about privacy and data usage. After consultation, 27 course instructors (CIs) integrated the activity and worked with 823 students (702 of whom were complete and correct for analytical purposes). Findings The results of this study indicated that the intervention increased privacy-conscious online behaviour among most participants. Results were more contradictory when looking at the tools’ daily usage, with overall positive considerations around the tools being mostly needed or “indispensable”. Research limitations/implications Though appliable only to the authors’ case study and not generalisable, the authors’ results show both the complexity of privacy views and the presence of forms of renunciation in the trade-off between data protection and the need of using a specific software into a personal and professional context. Practical implications This study provides an example of teaching and learning activities that supports the development of data literacy, with a focus on data privacy. Therefore, beyond the research findings, any educator can build over the authors’ proposal to produce materials and interventions aimed at developing awareness on data privacy issues. Social implications Developing awareness, understanding and skills relating to data privacy is crucial to live in a society where digital technologies are used in any area of our personal and professional life. Well-informed citizens will be able to obscure, resist or claim for their rights whenever a violation of their privacy takes place. Also, they will be able to support (through adoption) better quality apps and platforms, instead of passively accepting what is evident or easy to use. Originality/value The authors specifically spot how students and educators, as part of a specific learning and cultural ecosystem, need tailored opportunities to keep on reflecting on their degrees of freedom and their possibilities to act regarding evolving data systems and their alternatives.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"133 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139248120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the power of telepresence: enhancing education through telepresence robots","authors":"Tiina Kasuk, Sirje Virkus","doi":"10.1108/ils-07-2023-0093","DOIUrl":"https://doi.org/10.1108/ils-07-2023-0093","url":null,"abstract":"Purpose This study aims to enhance the understanding of the current research landscape regarding the utilisation of telepresence robots (TPRs) in education. Design/methodology/approach The bibliometric and thematic analysis of research publications on TPRs was conducted using papers in the Scopus database up to 2023. The final analysis focused on 53 papers that adhered to the selection criteria. A qualitative analysis was performed on this set of papers. Findings The analysis found a rising trend in TPR publications, mostly from the USA as conference papers and journal articles. However, these publications lacked technology integration frameworks, acceptance models and specific learning design models. TPRs have proven effective in various learning environments, fostering accessible education, better communication, engagement and social presence. TPRs can bridge geographical gaps, facilitate knowledge sharing and promote collaboration. Obstacles to implementation include technical, physical, social and emotional challenges. Publications were grouped into four thematic categories: didactic methods of using TPRs, TPRs for educational inclusivity, TPR as a teacher mediator and challenges in using TPRs. Despite the significant potential of TPRs, their broader adoption in education is still facing challenges. Research limitations/implications This research solely analysed research papers in the Scopus database, limiting TPR publications with the keywords “telepresence robots”, “learning”, “teaching” and “education”, excluding studies with different other keywords. Originality/value This study enhances understanding of TPR research in education, highlighting its pedagogical implications. It identifies a gap in the inclusion of technology integration frameworks, acceptance models and learning design models, indicating a need for further research and development.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"56 33","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134993780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community college students’ self-assessment of data literacy: exploring differences amongst demographic, academic, and career characteristics","authors":"Sarah Amber Evans, Lingzi Hong, Jeonghyun Kim, Erin Rice-Oyler, Irhamni Ali","doi":"10.1108/ils-06-2023-0065","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0065","url":null,"abstract":"Purpose Data literacy empowers college students, equipping them with essential skills necessary for their personal lives and careers in today’s data-driven world. This study aims to explore how community college students evaluate their data literacy and further examine demographic and educational/career advancement disparities in their self-assessed data literacy levels. Design/methodology/approach An online survey presenting a data literacy self-assessment scale was distributed and completed by 570 students at four community colleges. Statistical tests were performed between the data literacy factor scores and students’ demographic and educational/career advancement variables. Findings Male students rated their data literacy skills higher than females. The 18–19 age group has relatively lower confidence in their data literacy scores than other age groups. High school graduates do not feel proficient in data literacy to the level required for college and the workplace. Full-time employed students demonstrate more confidence in their data literacy than part-time and nonemployed students. Originality/value Given the lack of research on community college students’ data literacy, the findings of this study can be valuable in designing and implementing data literacy training programs for different groups of community college students.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":" 66","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135340888","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning about what is most important: incorporating values into the design of learning experiences","authors":"Kathleen Campana, Jacqueline Kociubuk, J. Elizabeth Mills, Michelle H. Martin","doi":"10.1108/ils-06-2023-0073","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0073","url":null,"abstract":"Purpose The purpose of this study was to bring library practitioners and researchers together to develop two co-designed tools for helping library practitioners gain a more holistic understanding of families in underserved groups and identify their values with the goal of developing more relevant learning experiences for them. The co-designed tools were then tested with Master’s of Library and Information Science (MLIS) students at two universities, whose feedback yielded several valuable findings and informed revisions to the tools. Design/methodology/approach A participatory, design-based approach was used throughout the study, both with engaging library practitioners in the co-design of different tools and processes introduced in the Toolkit, and to help MLIS students and library practitioners test the tools and provide feedback on the tool revisions. Findings Students indicated that the tools helped them develop a deeper understanding of underserved groups and their values and gave the students the time and space to reflect on their understanding of the socio-cultural and value contexts of their communities and the values they hold. Originality/value This study can help libraries more effectively design strengths-based learning experiences that are meaningful and relevant to underserved groups and their values, particularly for children and families from underserved communities.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"8 4p2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135431092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of analytical thinking skills in STEM education settings","authors":"Riyan Hidayat, Irham Nugroho, Zamzami Zainuddin, Tony Anak Ingai","doi":"10.1108/ils-06-2023-0070","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0070","url":null,"abstract":"Purpose In the realm of education, there has been an increasing emphasis on developing analytical thinking (AT) in the past few years. This systematic review focuses on an analysis of journal publications that have explored AT within the context of science, technology, engineering and mathematics (STEM) education. This analysis investigated four primary issues: (1) the operational definition that was used; (2) the types of theories that were used; (3) the interventions that were implemented to enhance AT skills; and (4) the research designs that were used. Design/methodology/approach To ensure a comprehensive and thorough review, we used the guidelines of preferred reporting items for systematic reviews and meta-analysis. Findings A comprehensive review of 28 pertinent scholarly articles reveals that scholars frequently rely on the concepts proposed by Anderson (2002), Marzano and Kendall (2008), Rodrangsee and Tuntiwongwanich (2021) and Suyatman et al. (2021) to establish a framework for delineating the competencies associated with analytical thinking (AT). Quasi-experimental designs were the most frequently used research designs in the studies analysed, followed by research and development approaches and then correlational designs. Most researchers have focused on investigating the effectiveness of problem-based learning as an intervention for improving AT skills. However, most research indicates that the theories or theoretical frameworks used to guide the research must be evident. Originality/value To the extent the authors know, this study represents the initial comprehensive examination of analytical thinking in STEM education. It presents a consolidated summary of the available evidence, assessing its quality and bringing it together in a single resource.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"6 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135430969","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Data literacy education through university-industry collaboration","authors":"Eylem Taş","doi":"10.1108/ils-06-2023-0077","DOIUrl":"https://doi.org/10.1108/ils-06-2023-0077","url":null,"abstract":"Purpose This study aims to explore the findings related to data literacy skills for students to succeed in the digital age labor market and the role of university-industry collaborations (UICs) in the co-design and co-delivery of curriculum for the development of students’ data literacy. Design/methodology/approach The study uses an interview-based research methodology to gather insights from industry partners and stakeholders. The interviews focus on identifying key data literacy skills, understanding the significance of these skills and exploring the role of UICs in enhancing students’ data literacy. Findings The findings reveal several important data literacy skills for students. The most commonly mentioned skills include data evaluation/analysis, identifying the relevance of data and data protection in a sensitive manner. Participants also emphasized the importance of recognizing the interrelationships among data, adapting data across different contexts and strategically combining diverse data. The study emphasizes the role of universities in providing a well-rounded educational setting that fosters the development of data literacy skills. Additionally, it highlights the value of practical collaborations between universities and industries, enabling students to apply theoretical knowledge in real-world contexts. Originality/value The study highlights the interconnected nature of various data skills and emphasizes the significance of data literacy in navigating the complexities of the digital age labor market. It also sheds light on the role of UICs in codesigning and codelivering curricula to enhance students’ data literacy. The findings provide valuable insights into the practical implications for UICs in preparing students for the data-driven job market.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"158 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135776657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Trust us,” they said. Mapping the contours of trustworthiness in learning analytics","authors":"Sharon Slade, Paul Prinsloo, Mohammad Khalil","doi":"10.1108/ils-04-2023-0042","DOIUrl":"https://doi.org/10.1108/ils-04-2023-0042","url":null,"abstract":"Purpose The purpose of this paper is to explore and establish the contours of trust in learning analytics and to establish steps that institutions might take to address the “trust deficit” in learning analytics. Design/methodology/approach “Trust” has always been part and parcel of learning analytics research and practice, but concerns around privacy, bias, the increasing reach of learning analytics, the “black box” of artificial intelligence and the commercialization of teaching and learning suggest that we should not take stakeholder trust for granted. While there have been attempts to explore and map students’ and staff perceptions of trust, there is no agreement on the contours of trust. Thirty-one experts in learning analytics research participated in a qualitative Delphi study. Findings This study achieved agreement on a working definition of trust in learning analytics, and on factors that impact on trusting data, trusting institutional understandings of student success and the design and implementation of learning analytics. In addition, it identifies those factors that might increase levels of trust in learning analytics for students, faculty and broader. Research limitations/implications The study is based on expert opinions as such there is a limitation of how much it is of a true consensus. Originality/value Trust cannot be assumed is taken for granted. This study is original because it establishes a number of concerns around the trustworthiness of learning analytics in respect of how data and student learning journeys are understood, and how institutions can address the “trust deficit” in learning analytics.","PeriodicalId":44588,"journal":{"name":"Information and Learning Sciences","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135824156","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}