This article presents a thorough discussion of the trajectories of international migration research in HCI. We begin by reporting our survey findings of 282 HCI-related publications about migration from nine digital libraries between 2010–2019, summarizing how this research stream has evolved, the geographies and populations it encompasses, and the methodologies it utilizes. We then augment these findings with data from interviews with 11 skilled researchers who reflect on their working experience in this area. Our analysis reveals how the domain has evolved from the European migrant crisis to a more global agenda of migration and points towards a shifting focus from addressing immediate needs to acknowledging more complex political and emotional aspects of mobility. We also uncover the critical role of academic, local, and international politics in migration research in HCI. We discuss these findings to explore future opportunities in this area and advance HCI research discourse with the marginalized populace.

This panel features four experts in Library and Information Science (LIS) research who will present findings from major projects conducted during the COVID‐19 pandemic from national and international contexts. These include: a) a mixed‐methods study of virtual reference services in academic libraries during the pandemic's beginning, b) semi‐structured interviews with 29 global library leaders about library models that emerged in response to changes caused by the pandemic, c) a questionnaire survey of information professionals from the Association of Research Libraries (ARL) regarding linked data technologies, and d) a mixed‐methods approach to study newcomers and (mis)information during the pandemic including in depth interviews and content and sentiment analyses of social media platforms. The panelists will describe obstacles and challenges encountered during the pandemic, and efforts to overcame these. They will provide an overview of major findings and share research‐based implications for building and maintaining information‐resilient societies.

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Scholarly work interrogating time and temporality in CSCW predominantly focuses on the temporal coordination of work in high-resource settings and is usually based in Global North. This paper aims to complicate and complement this scholarship by investigating the temporal entanglements of digital humanitarian work with refugees and asylum seekers in Turkey during COVID-19. We interviewed 22 humanitarian workers to understand their experiences and concerns as well as strategies they employed to support refugees and immigrants at a distance. The data reveal the complex temporal, informational, and infrastructural dimensions of technologically-mediated refugee support work, challenging the trope of "pivot to remote work", as popular in western countries. Our findings contribute to the CSCW research on the theory of anticipation work and its relationship with the concept of collaborative rhythms to explicate the relational and situated aspects of the temporal experiences of humanitarian workers in low-resource settings.

The focus of this project is to understand the ways in which teaching, learning, and technology interact in/dependently in the daily lives of refugee people in Dzaleka Refugee Camp at home, in the community, and at school. Distinctly, we are asking questions about the role of technology in the everyday lives of refugee people in Dzaleka, and specifically related to how teaching and learning relationships are enacted with, about, and around tools that are of value to community members. This AoIR paper will be framed around two key components of this work. The first pertains to the methods in place, specifically, participatory qualitative research methods using remote, digital data collection. The second area of focus is on the preliminary findings from data collection underway between April-July 2021, based on the socio-technical exploration of teaching and learning with technology in Dzaleka. Our study, at present, focuses on three settings: online learning, music production and DJing, and sewing. This work sheds light on novel, in/dependent forms of teaching and learning in these areas in one refugee camp. And this work is needed to inform future technology initiatives in those settings from a community based perspective.