The Interface Implications of Understanding Readers

Dobson, Teresa; Brown, Monica; Grue, Dustin; Peña, Ernesto; Roeder, Geoff

doi:10.1179/0308018814z.000000000101

Cited by 3 publications

(1 citation statement)

References 18 publications

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“…A longstanding anxiety of the digital humanities has been the degree to which the tools it develops are (or are not) taken up by others, 2 a problem that has been addressed historically through user studies and formal partnerships. Over time, mixed-mode qualitative and quantitative user-testing methods drawn from the social sciences, such as surveys, semi-structured interviews, screen capture, and sideshadowing (Carr 2004;Stafford et al 2008;Toms and O'Brien 2008;Gainor et al 2009;Warwick 2012;Nowviskie 2013;Cutic et al 2016;Miya et al 2016;Tracy 2016), have expanded to include methods drawn from participatory design (e.g., Schuler and Namoika 1993;Björgvinsson, Pelle & Hillgren 2010) and cooperative design (e.g., Greenbaum and Kyng 1991;Steen 2013), which take seriously Phillips and Zovros' (2013) suggestion that 'participants themselves should be counted as members of the research team' (Dobson 2015, 12); Teresa Dobson's work is notable in this regard (Dobson 2015). These methods have been effective in evaluating experimental prototypes, especially when assessment protocols are designed to encourage what Dobson calls 'generative feedback,' or responses 'that invite one to step away from the ideas instantiated in the prototype and consider the broader context, such as the values inherent in, say, a disciplinary approach to knowledge and knowledge mobilization as evidenced by the responses of readers' (Dobson 2015, 6).…”

Section: Living Labs and The Digital Humanitiesmentioning

confidence: 99%

Living Labs and the DH Centre: Lessons for Each from the Other

Ferronato

Mercer

Roberts-Smith

et al. 2019

KULA

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The digital humanities (DH) has a long and successful history of creating, using, and maintaining DH centres, as evidenced by the vast centerNet network. Furthermore, some of the most successful centres are constantly evolving in form and function. In this paper, we propose that the next phase in the evolution of the DH centre may involve a related phenomenon from the design research community, called the 'Living Lab.' The European Network of Living Labs describes them as dedicated to open forms of design for social good: 'Living Labs (LLs) are defined as user-centred, open innovation ecosystems based on a systematic user co-creation approach, integrating research and innovation processes in real-life communities and settings.' Current member labs deal with topics ranging from health and well-being (52%) to mobility (14%), but there are few that focus on issues central to DH, such as open social scholarship. We argue that incorporating more DH into the Living Labs network, and more Living Labs into DH centres, would benefit everyone involved. Specifically, DH labs could benefit from Living Labs' experience with complex problems, and Living Labs could benefit from DH centres' experience producing research.

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Section: Living Labs and The Digital Humanitiesmentioning

confidence: 99%

Living Labs and the DH Centre: Lessons for Each from the Other

Ferronato

Mercer

Roberts-Smith

et al. 2019

KULA

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Making marks while reading, with some remarks on the challenges posed by the digital world

Lessa

Júnior

Bartholo

et al. 2021

Educational Philosophy and Theory

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Analysis of the current state of evidence regarding the relationship between reading, writing, and digital literacy skills in K-12 education: A systematic review

Mazhar,

Ayşe,

Görkem

2024

JET

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This paper aims to conduct an in-depth analysis of studies on the relationship between reading and writing skills and digital literacy at the K-12 level, following the PRISMA statement. The analysis included examining subjects, aims, digital materials, methodologies, and learning outcomes of relevant studies. Data were collected from the Web of Science database based on specified inclusion criteria. In total, 23 empirical studies were analyzed: 6 articles exploring the relationship between writing and digital literacy skills, and 17 articles examining the relationship between reading and digital literacy skills. The relationship between reading skills and digital literacy was explored in several contexts: the impact of digital texts on reading processes, comprehension and interpretation skills, effects of digital technologies on traditional reading methods, the influence of digital graphic novels on reading processes, and early literacy education. Findings indicated a relationship between writing skills and digital literacy, covering topics such as digital technologies in traditional writing, critical discourse analysis, writing skills in new media, and writing practices. Various digital tools were employed to enhance reading, writing, and digital literacy skills, including digital tablets, computer software, comics, educational videos, e-books, picture books, digital novels, voice recorders, and mobile devices. The majority of studies utilized qualitative and mixed methods; no studies employed quantitative methods. Overall, these findings highlight the interplay between reading, writing, and digital literacy skills at the K-12 level, providing a foundation for future research.

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The Interface Implications of Understanding Readers

Cited by 3 publications

References 18 publications

Living Labs and the DH Centre: Lessons for Each from the Other

Living Labs and the DH Centre: Lessons for Each from the Other

Making marks while reading, with some remarks on the challenges posed by the digital world

Analysis of the current state of evidence regarding the relationship between reading, writing, and digital literacy skills in K-12 education: A systematic review

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