Post on 26-Dec-2015
Participatory Youth Research about
Connected LearningBen Kirshner (Network Advisor), Adam York, Ashley Cartun, Josie Chang-Order
YPAR
•When young people engage in joint work with adults to study systematically and take action to address topics relevant to the group, often focused on equity or access
• Vehicle for knowledge production and a learning experience for participants
Cammarota & Fine (2008); Rubin & Jones (2007); Sabo-Flores (2007); Torre & Fine (2008)
Knowledge production
Public action and impact
Catalyzing critical perspectives
“Voice” (of any kind)
Knowledge production
Public action and impact
“Voice” (of any kind)
Learning opportunity or public product?
Catalyzing critical perspectives
Knowledge production
Public action and impact
“Voice” (of any kind)
Learning opportunity or public product?
Joint work or…?
Catalyzing critical perspectives
Knowledge production
Public action and impact
“Voice” (of any kind)
Learning opportunity or public product?
Joint work or…?
Catalyzing critical perspectives
Connected Learning Youth Research Phase
One
Research Questions
• What draws youth to Connected Learning spaces, what kinds of things they do there, and what do they learn while they are in those spaces?
• What are some of the supports and barriers to interest development that young people experience?
Connected Learning Sites
• Documentary filmmaking• School for game design and critical research• Literacy and community service• Arts and humanities after school programming• Library teen space (in re-design)
Research Design
• Youth participatory research
• Google Hangouts to facilitate training and discussion
Opening hangout-Research questions-Ethics
Introduce research method (ex. interviews)
Collect data
Discuss results of data collection
Analysis across full data set
Recommendations or action from analysis
The Participatory Advantage (Phase 1)
The Participatory Advantage (Phase 1)
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Content Analysis: Interview Data
The Participatory Advantage (Phase 1)
Projec
t con
stra
ints
Tim
e m
anag
emen
t
Other
stu
dent
s
Asking
peo
ple
The
phys
ical spa
ce
Tech
nologica
l diffi
culti
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Tran
spor
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n0
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10
15
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# Excerpts% of Excerpts
YPR Discussion
So much to do, so little time
Peer pressure (& “Haters”)
Transportation
Absence of connections to pros
Personal determination
Lack of tech and art resources
Lack of recognition
Content Analysis: Interview Data
Phase 1Knowledge production
Public action and impact
Catalyzing critical perspectives
“Voice” (of any kind)
Phase 2
Knowledge production
Public action and impact
Catalyzing critical perspectives
“Voice” (of any kind)
PHASE 2Designing for analysis and action- Adequate time- Linking to an audience- Organize for action steps
Discussion
Possible questions• How do you think about participatory research in your
work? • What do you see as key design principles for
participatory action research?
Phase 2: Pathways ProjectFrom Connected Learning to Sustainable Futures
How do young people want to be recognized for the skills/abilities they’ve developed in CL programs, and how are they actually recognized in other settings?
How do youth navigate shifting and often uncertain pathways to future work?
How do programs assist young people in identifying or pursuing future pathways?
CLRN Youth Participatory Research: Phase 2
Peer/alum/mentor interviews
Site feedback/future design work
Self-ethnography (mapping)
June
May July
Aug. Oct.
Sept. Nov.
Dec.
Developworkshops
Summer Session: Research
Fall Session: Design & Action
April
External feedback
Link to DML community
Mapping as method
Phase one mapping task
• Key locations where you spend time during the day• Home• School• Connected Learning Site
• For each of the sites you have identified, write down • Who is there? Who travels with you across settings? • What interests do you pursue at these different places?• What stuff do you bring with you?
Artifacts produced
People
Interests
Pathways
Value of mapping
• There are some people and objects that travel between locations that help to connect activities
•Useful tool for encouraging conversation around connected learning principles and outcomes (i.e. the artifact was driver of talk in the hangout)
How we are thinking about re-design
•Mapping the Connected Learning space• Show the important features within the site• Show where you are “visible” here
•Using this method to better interrogate last mile pathways… or connecting out• Using mapping as a tool for young people to develop
critical awareness and analytical skills about barriers and opportunities
Discussion questions
• In your own work, what have you noticed about how the social organization of space and/or geography shapes access to CL opportunity, particularly in the “last mile”?
• If you were going to ask youth to map their interests and access to opportunity, what kinds of variables or prompts would you ask?