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Supporting sociable literacy in the international children's digital library

Published: 01 June 2004 Publication History

Abstract

As each generation of children grows up in a world shaped by the affordances available to them in both physical and digital environments, their expectations of tools to support changing literacy practices make new demands on technologists and designers. To ensure that digital libraries (DLs) for young people support their understandings of libraries and reading (and not just adults' conceptions), an intergenerational design team (IDT) at the University of Baltimore (UB) used contextual inquiry and participatory design to develop concepts for augmenting the International Children's Digital Library (ICDL) to make it more appropriate for 10-14 year olds. Our prototype aims to support "sociable literacy," a set of practices made possible by digital storage, retrieval and use of texts.

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cover image ACM Conferences
IDC '04: Proceedings of the 2004 conference on Interaction design and children: building a community
June 2004
190 pages
ISBN:1581137915
DOI:10.1145/1017833
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Published: 01 June 2004

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Author Tags

  1. children
  2. contextual inquiry
  3. cooperative inquiry
  4. digital libraries
  5. participatory design
  6. sociable literacy

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Overall Acceptance Rate 172 of 578 submissions, 30%

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  • (2018)CognitOS: A Student-Centric Working Environment for an Attention-Aware Intelligent ClassroomHCI International 2018 – Posters' Extended Abstracts10.1007/978-3-319-92285-0_15(102-110)Online publication date: 7-Jun-2018
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