Bridging the gender and generation gap by ICT applying a participatory design process

Buchmüller, Sandra; Joost, Gesche; Bessing, Nina; Stein, Stephanie

doi:10.1007/s00779-011-0388-y

Cited by 26 publications

(14 citation statements)

References 14 publications

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“…An executive approach to technology design can therefore perpetuate digital inequality, because the resulting technologies may not be useable or meaningful for those who are not model users. Buchmüller et al (2011) further argue that the design of technologies is a social process rather than a technical one. Participatory design processes (or co-design, as the literature uses the terms interchangeably) attend to the quality of people's experiences at the computer interface (i.e., what people actually do) and locate these experiences in the broader ecosystems and social contexts for digital in/equalities; there is an expressed interest in how marginalized users interact with technologies, rather than assuming they do not, or cannot.…”

Section: Digital Inequality Digital Literacy and Participatory Techmentioning

confidence: 99%

“…As authors, we comprise a member of the LinkVan project team (Dionne) as well as researchers (Suzanne and Sherry) who studied LinkVan's efforts to develop a literacy-friendly online service directory. As we describe in what follows, our experience in the LinkVan project challenged the very premise of technology-oriented responses to service provisions, and has led us to more closely examine the pedagogies and practices of participatory technology design (Buchmüller, Joost, Bessing, & Stein, 2011;Forlano & Mathews, 2014;Simonsen & Robertson, 2013). We begin by describing the digital landscape of the DTES, including the history, demographics, and social issues that shaped LinkVan's work.…”

Section: Introductionmentioning

confidence: 99%

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The LinkVan Project: Participatory Technology Design in Vancouver

Smythe¹,

Pelan²,

Breshears³

2018

L & L

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This article tells the story of “LinkVan,” a project that explores approaches to participatory technology design to forge more equitable digital and social relations in the Downtown Eastside (DTES) community of Vancouver, British Columbia. LinkVan began as a project to create a literacy-friendly online service directory for low-income and homeless citizens. We trace the experiences and patterns of digital inequality that led to the formation of the project and describe the evolving approach to technology design oriented to “the direct involvement of people in the co-design of the technologies they use” (Simonsen & Robertson, 2013 p. 2). We consider insights from 58 user experience interviews that suggest the precariousness of access, the centrality of digital literacy education in participatory technology design, and the potential of side-by-side ‘conversations at the interface’ (Attar, 2005; Barbatsis, Comacho, & Jackson, 2004) to imagine new digital landscapes and new social relations.

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Section: Digital Inequality Digital Literacy and Participatory Techmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The LinkVan Project: Participatory Technology Design in Vancouver

Smythe¹,

Pelan²,

Breshears³

2018

L & L

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“…The gender and STS researchers emphasized that Participatory Design has already been successfully applied to the development of user-appropriate, gender-and diversity-sensitive software within the context of computer science and informatics [22], [23]. They explained that this approach is capable of making highly subjective, socio-emotional user requirements visible, considerable, and transferable to design ideas and technical solutions.…”

Section: Negotiations About User Involvementmentioning

confidence: 99%

To whom does the driver's seat belong in the future?

Buchmüller

Bath

Henze

2018

Proceedings of the 4th Conference on Gender &Amp; IT - GenderIT '18

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This article provides an experience report on an interdisciplinary cooperation between two gender researchers and two automotive engineers at a German technical university. It focuses on the negotiation processes around a joint research proposal, dealing with the question of how to create concepts for a trustworthy human-machine interaction in automated driving systems that satisfy the requirements of different user groups. These systems aim to offer the choice of automobility to groups of users who have so far had rather limited access, or have had reasons to refuse usage. Discussions in the interdisciplinary team are still ongoing. Their substantial shifts and their expected methodological and epistemological effects are analyzed from a feminist science and technology studies (STS) perspective. The general objective of this paper is to provide insights about the contributions and challenges of integrating approaches from gender studies into the field of automotive engineering in order to support interdisciplinary dialogues that foster a socially fair and inclusive digital transformation.

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“…This is a facet of the theory that becomes more interesting as IT moves into the social space and new technologies bring the facility of co-sharing, collaboration, and social interaction into the environment (Parameswaran & Whinston, 2007). These are factors that are seen in women's use of IT along with the need to embed IT in daily life rather than identify it purely from a technical viewpoint (Buchmüller, Joost, Bessing, & Stein, 2011). This holistic approach to IT is not well recognised, as noted by Gillard, Mitev, and Scott (2007) in their examination of a UK consortium's attempt to bring more women (single mothers) into the IT workforce.…”

Section: Gender Diversity In Itmentioning

confidence: 99%

Influencing the Influencers: The Role of Mothers in IT Career Choices

Stockdale¹,

Keane²

2016

JITE:IIP

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This paper reports on the outcomes from a pilot study targeted at mothers of school children in Melbourne, Australia. The aim of the study was to engender a positive view of technology in the participants and to introduce the concept of Information Technology (IT) as a potential career. Mothers were given the opportunity to develop basic IT skills and learn about different IT career pathways for their children with an emphasis on their daughters' choices. Mothers were offered an evening course over a four week period that was designed to introduce them to a range of social media and Web 2.0 tools. Their opinions were documented using both questionnaires and informal discussions. It explored whether their attitudes towards IT can be changed by up-skilling and introducing them to the technologies their children commonly use. The findings of the pilot study suggest that addressing this demographic has the potential to make the participants question their pre-conceptions about IT careers for women.

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Bridging the gender and generation gap by ICT applying a participatory design process

Cited by 26 publications

References 14 publications

The LinkVan Project: Participatory Technology Design in Vancouver

The LinkVan Project: Participatory Technology Design in Vancouver

To whom does the driver's seat belong in the future?

Influencing the Influencers: The Role of Mothers in IT Career Choices

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