Designing to illuminate children's scientific funds of knowledge through social media sharing

Kelly Mills, Elizabeth Bonsignore, Tamara Clegg, June Ahn, Jason Yip, Daniel Pauw, Lautaro Cabrera, Kenna Hernly, Caroline Pitt

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. To leverage this insight, we have coupled the iterative development of our community focused, Science Everywhere life-relevant science learning program together with an integrated social media app to engage learners aged 6-16 in science with parents, teachers, and mentors throughout their community. We found that learners' scientific funds of knowledge were often not evident in their posts alone; rather, they emerged through our triangulation of posts, interviews with youth and their parents, and observations of their learning experiences in our life-relevant science education program. Our findings suggest that leveraging new social media features to support contextual information, scientific scaffolds and creative expression may make children's implicit and more unconventional scientific funds of knowledge more apparent. Additionally, social media sharing in conjunction with other practices, such as discussing posts with learners and encouraging non-science posts, can uncover the rich contexts of children's social media sharing, which can illuminate their scientific thinking.

Original languageEnglish (US)
Title of host publicationIDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children
PublisherAssociation for Computing Machinery, Inc
Pages266-277
Number of pages12
ISBN (Electronic)9781450351522
DOIs
StatePublished - Jun 19 2018
Event17th ACM Conference on Interaction Design and Children, IDC 2018 - Trondheim, Norway
Duration: Jun 19 2018Jun 22 2018

Other

Other17th ACM Conference on Interaction Design and Children, IDC 2018
CountryNorway
CityTrondheim
Period6/19/186/22/18

Fingerprint

Social Media
Triangulation
social media
Scaffolds
Education
Biological Science Disciplines
life sciences
parents
Parents
Learning
Mentors
triangulation
science
learning
community
Interviews
teacher
interview
education
experience

Keywords

  • Children
  • Science learning
  • Scientific funds of knowledge
  • Social media

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Education
  • Software
  • Human-Computer Interaction

Cite this

Mills, K., Bonsignore, E., Clegg, T., Ahn, J., Yip, J., Pauw, D., ... Pitt, C. (2018). Designing to illuminate children's scientific funds of knowledge through social media sharing. In IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children (pp. 266-277). Association for Computing Machinery, Inc. https://doi.org/10.1145/3202185.3202737

Designing to illuminate children's scientific funds of knowledge through social media sharing. / Mills, Kelly; Bonsignore, Elizabeth; Clegg, Tamara; Ahn, June; Yip, Jason; Pauw, Daniel; Cabrera, Lautaro; Hernly, Kenna; Pitt, Caroline.

IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children. Association for Computing Machinery, Inc, 2018. p. 266-277.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Mills, K, Bonsignore, E, Clegg, T, Ahn, J, Yip, J, Pauw, D, Cabrera, L, Hernly, K & Pitt, C 2018, Designing to illuminate children's scientific funds of knowledge through social media sharing. in IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children. Association for Computing Machinery, Inc, pp. 266-277, 17th ACM Conference on Interaction Design and Children, IDC 2018, Trondheim, Norway, 6/19/18. https://doi.org/10.1145/3202185.3202737
Mills K, Bonsignore E, Clegg T, Ahn J, Yip J, Pauw D et al. Designing to illuminate children's scientific funds of knowledge through social media sharing. In IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children. Association for Computing Machinery, Inc. 2018. p. 266-277 https://doi.org/10.1145/3202185.3202737
Mills, Kelly ; Bonsignore, Elizabeth ; Clegg, Tamara ; Ahn, June ; Yip, Jason ; Pauw, Daniel ; Cabrera, Lautaro ; Hernly, Kenna ; Pitt, Caroline. / Designing to illuminate children's scientific funds of knowledge through social media sharing. IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children. Association for Computing Machinery, Inc, 2018. pp. 266-277
@inproceedings{bc8fd2bbd722401cadb94c3cdb2dce54,
title = "Designing to illuminate children's scientific funds of knowledge through social media sharing",
abstract = "The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. To leverage this insight, we have coupled the iterative development of our community focused, Science Everywhere life-relevant science learning program together with an integrated social media app to engage learners aged 6-16 in science with parents, teachers, and mentors throughout their community. We found that learners' scientific funds of knowledge were often not evident in their posts alone; rather, they emerged through our triangulation of posts, interviews with youth and their parents, and observations of their learning experiences in our life-relevant science education program. Our findings suggest that leveraging new social media features to support contextual information, scientific scaffolds and creative expression may make children's implicit and more unconventional scientific funds of knowledge more apparent. Additionally, social media sharing in conjunction with other practices, such as discussing posts with learners and encouraging non-science posts, can uncover the rich contexts of children's social media sharing, which can illuminate their scientific thinking.",
keywords = "Children, Science learning, Scientific funds of knowledge, Social media",
author = "Kelly Mills and Elizabeth Bonsignore and Tamara Clegg and June Ahn and Jason Yip and Daniel Pauw and Lautaro Cabrera and Kenna Hernly and Caroline Pitt",
year = "2018",
month = "6",
day = "19",
doi = "10.1145/3202185.3202737",
language = "English (US)",
pages = "266--277",
booktitle = "IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children",
publisher = "Association for Computing Machinery, Inc",

}

TY - GEN

T1 - Designing to illuminate children's scientific funds of knowledge through social media sharing

AU - Mills, Kelly

AU - Bonsignore, Elizabeth

AU - Clegg, Tamara

AU - Ahn, June

AU - Yip, Jason

AU - Pauw, Daniel

AU - Cabrera, Lautaro

AU - Hernly, Kenna

AU - Pitt, Caroline

PY - 2018/6/19

Y1 - 2018/6/19

N2 - The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. To leverage this insight, we have coupled the iterative development of our community focused, Science Everywhere life-relevant science learning program together with an integrated social media app to engage learners aged 6-16 in science with parents, teachers, and mentors throughout their community. We found that learners' scientific funds of knowledge were often not evident in their posts alone; rather, they emerged through our triangulation of posts, interviews with youth and their parents, and observations of their learning experiences in our life-relevant science education program. Our findings suggest that leveraging new social media features to support contextual information, scientific scaffolds and creative expression may make children's implicit and more unconventional scientific funds of knowledge more apparent. Additionally, social media sharing in conjunction with other practices, such as discussing posts with learners and encouraging non-science posts, can uncover the rich contexts of children's social media sharing, which can illuminate their scientific thinking.

AB - The ubiquitous use of social media by children offers a unique opportunity to view diverse funds of knowledge that may otherwise be overlooked. To leverage this insight, we have coupled the iterative development of our community focused, Science Everywhere life-relevant science learning program together with an integrated social media app to engage learners aged 6-16 in science with parents, teachers, and mentors throughout their community. We found that learners' scientific funds of knowledge were often not evident in their posts alone; rather, they emerged through our triangulation of posts, interviews with youth and their parents, and observations of their learning experiences in our life-relevant science education program. Our findings suggest that leveraging new social media features to support contextual information, scientific scaffolds and creative expression may make children's implicit and more unconventional scientific funds of knowledge more apparent. Additionally, social media sharing in conjunction with other practices, such as discussing posts with learners and encouraging non-science posts, can uncover the rich contexts of children's social media sharing, which can illuminate their scientific thinking.

KW - Children

KW - Science learning

KW - Scientific funds of knowledge

KW - Social media

UR - http://www.scopus.com/inward/record.url?scp=85051464080&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85051464080&partnerID=8YFLogxK

U2 - 10.1145/3202185.3202737

DO - 10.1145/3202185.3202737

M3 - Conference contribution

SP - 266

EP - 277

BT - IDC 2018 - Proceedings of the 2018 ACM Conference on Interaction Design and Children

PB - Association for Computing Machinery, Inc

ER -